I a.'oo. 


THE 

SEARCH  FOR  PEACE 


An  Outline  for  the  Study  of  Methods 
Toward  Peace  to  Be  Used  by  Leaders 
of  Forums  and  Discussion  Qroups 


BY 


LAURA  F.  BOYER 


Price  25  cents 

THE  NATIONAL  COUNCIL 
281  FOURTH  AVENUE 
NEW  YORK,  N.  Y. 

1925 


THE 

SEARCH  FOR  PEACE 


An  Outline  for  the  Study  of  Methods 
Toward  Peace  to  Be  Used  by  Leaders 
of  Forums  and  Discussion  Qroups 


BY 

LAURA  F.  BOYER 


Price  25  cents 


THE  NATIONAL  COUNCIL 

281  FOURTH  AVENUE 
NEW  YORK,  N.  Y. 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 
Columbia  University  Libraries 


https://archive.org/details/searchforpeaceOOboye 


Foreword 


At  the  meeting  of  the  National  Council  in  December, 
1924,  the  following  appeal  was  made  to  the  Church: 

“We,  the  National  Council  of  the  Protestant  Episcopal 
Church,  recognizing  the  responsibility  that  rests  on  all  of 
us  as  followers  of  One  called  through  all  ages  the  Prince 
of  Peace,  ask  the  Bishops  and  other  clergy  of  the  Church 
to  urge  upon  their  congregations  earnest;  prayer  during 
the  Christmas  season  that  methods  of  achieving  World 
Peace  may  be  successfully  consummated,  that  war  may  be 
abolished  and  that  the  Golden  Rule  may  become  the 
universal  law  of  nations  and  peoples. 

“And  in  view  of  the  critical  importance  of  this  subject 
and  of  the  enormous  responsibility  resting  on  Christian 
people,  we  further  ask  the  whole  Church,  during  the 
season  of  Epiphany  or  at  such  other  period  as  may  be 
more  convenient  locally,  to  study  carefully  the  methods 
of  establishing  peace  now  presented  before  the  peoples  of 
the  world.  We  recommend  the  organization  of  study 
groups  in  the  parishes  throughout  the  Church  and  we 
designate  the  Department  of  Christian  Social  Service  to 
take  charge  of  this  project  in  the  name  of  the  National 
Council  and  ask  the  co-operation  of  all  the  Departments 
of  the  Council  and  the  Woman’s  Auxiliary  in  the  pro- 
motion of  this  great  effort.” 

This  appeal  is  timely,  for,  as  the  Department  of  Chris- 
tian Social  Service  says,  “Today  International  Peace  is 
within  the  grasp  of  the  people  of  the  world.  Yesterday 
it  was  perhaps  an  idealistic  dream.  Today  it  is  a practical 
need,  in  response  to  which  there  have  come  codes,  written 
out,  definite  and  practical.  The  past  and  the  passing  gen- 
erations have  been  blamed  for  failure  to  avert  the  bloody 
sacrifices  of  the  Great  War.  We  are  anxious  that  our 


3 


children  shall  not  make  the  same  bloody  sacrifices,  and  we 
are  anxious  that  the  next  generation  shall  not  execrate  us 
for  our  failure  as  it  writhes  in  suffering  under  the  lash  of  a 
next  Great  War. 

“That  we  are  menaced  with  this  probability  nobody  can 
deny.  That  many  millions  of  people  know  it  and  are 
determined  to  use  their  intelligent  efforts  to  escape  it  is 
also  a flat  fact.  The  primary  duty  of  the  Christian  Church 
in  the  crisis  is  equally  undeniable. 

“The  thought  and  activity  of  the  men  of  good-will  can 
avert  the  next  Great  War.  Peace  on  earth  is  the  task  of 
the  people  on  earth.  It  is  not  only  an  angel’s  song;  it 
carries  today  the  proposal  of  practical  action  as  well  as 
moral  obligation.” 

The  Aim  of  This  Course 

In  accordance  with  the  resolutions  quoted  above,  the 
chief  purpose  of  this  course  is  to  form  a background  for 
a study  of  the  methods  which  are  being  worked  out  to- 
ward establishing  fundamental  institutions  that  will  nat- 
urally tend  to  peace  if  war  is  threatened.  The  subject  for 
the  course  is  “The  Search  for  Peace.” 

Since  for  Christians  any  background  for  the  study  of 
methods  toward  peace  must  be  based  on  the  principles 
taught  by  our  Lord,  the  main  problem  involved  in  the 
course  may  be  expressed  thus: 

What  contribution  has  Christianity  to  make  in  the 
promotion  of  peace? 

The  text  which  has  been  chosen  as  of  special  significance 
for  this  course  is  “Peace  I leave  with  you,  my  peace  I give 
unto  you:  not  as  the  world  giveth,  give  I unto  you.  Let 
not  your  heart  be  troubled,  neither  let  it  be  afraid.”  St. 
John  14:27. 


4 


The  Division  of  the  Course  into  Sessions 
The  course  is  divided  into  four  sessions  with  the  idea 
that  groups  may  plan  to  take  up  one  session  at  a time  on 
a certain  day  of  four  successive  weeks.  The  subject  is  de- 
veloped in  the  following  manner: 


Session  I. 


Session  II. 


Session  III. 


Session  IV. 


Subject — The  Necessity  for  a Warless 
World. 

Problem — Why  Must  War  Cease  in  the 
World? 

Subject — The  Ideals  that  Create  a Warless 
World. 

Problem— What  Must  be  the  Underlying 
Principles  of  any  Successful 
Plan  for  Peace? 

Subject— The  Concrete  Tasks  that  will  End 
War. 

Problem — What  Concrete  Tasks  must  be 
Undertaken  to  end  War? 

Subject — The  Duty  of  Christians  toward 
the  Cessation  of  War. 

Problem — What  is  the  Responsibility  of 
Christians  for  the  Promotion  of 
Methods  toward  Peace? 


How  to  Use  the  Course 

Group  discussion  is  recommended  as  the  most  valuable 
method  for  the  stimulation  of  thought  and  the  production 
of  activity.  Rectors  are  urged  to  form  discussion  groups 
among  the  men  and  women  of  their  parishes  for  the  study 
of  this  most  important  question.  Each  session  should  last 
an  hour  and  a half.  For  a guide  in  the  conduct  of  discus- 
sion groups  “The  Method  of  the  Discussion  Group,”  writ- 
ten by  Laura  F.  Boyer  and  published  by  the  National 
Council,  may  be  obtained  for  fifty  cents  at  The  Book  Store, 
Church  Missions  House,  281  Fourth  Avenue,  New  York 
City. 


5 


Leaders  should  remember  that  the  outline  of  discussion 
in  this  pamphlet  represents  the  maximum  of  what  can  be 
accomplished  in  any  one  session.  No  leader  need  feel 
that  it  is  necessary  to  develop  every  idea  or  to  use  every 
illustration  and  quotation.  Only  those  ideas  and  illustra- 
tions should  be  used  that  naturally  fit  in  with  the  course 
of  the  discussion  as  it  develops  in  each  group. 

The  answers  to  questions  as  they  are  printed  in  this 
pamphlet  are  not  intended  in  any  case  to  be  read  to  the 
group  by  the  leader.  They  are  intended  rather  as  a guide 
to  the  leader  in  the  endeavor  to  lead  the  members  of  the 
group  to  valuable  discussion. 

The  leader  should  encourage  the  members  of  the  group 
to  express  their  own  ideas,  ask  questions,  voice  doubts 
and  convictions,  and  enter  into  free  discussion. 

Quotations  are  used  throughout  the  course  to  stimulate 
discussion.  They  do  not  necessarily  represent  the  views 
of  the  author.  The  leader  should  not  feel  bound  by  the 
opinions  expressed  in  them. 

The  use  of  a blackboard  to  record  various  points  in  the 
discussion  as  they  are  contributed  by  the  group  will  help 
to  make  the  impression  lasting. 

A map  of  the  world  will  be  of  assistance  to  the  leader. 
A map  of  the  world  with  a companion  map  of  the  United 
States  may  be  bought  from  The  Book  Store,  281  Fourth 
Avenue,  New  York  City,  for  60  cents  for  both.  (Not  sold 
separately.) 

Books  Recommended 

While  this  pamphlet  is  intended  to  provide  all  that  is 
absolutely  necessary  for  a leader  to  know  on  the  subject 
in  order  to  conduct  a discussion  group,  there  are  numbers 
of  books  which  he  will  find  interesting  to  read  and  to 
recommend  to  others.  Two  or  three  books  might  well  be 


6 


circulated  among  the  members  of  the  group  and  comments 
on  such  reading  be  woven  into  the  discussion  when  the 
group  meets.  In  consultation  with  the  Librarian,  the 
leader  might  have  certain  books  placed  on  special  shelves 
in  the  parish  or  Public  Library  so  that  they  may  be  readily 
accessible  to  the  group.  A short  list  of  interesting  books 
is  given  here. 

*The  Christian  Crusade  for  a Warless  World , by  Sidney  L. 
Gulick.  Federal  Council  of  Churches.  1923.  50  cents. 

* International  Problems  and  the  Christian  Way  of  Life. 
A Syllabus  of  Questions.  The  Commission  on  Inter- 
national Relations  of  the  National  Conference  on  the 
Christian  Way  of  Life.  30  cents. 

Of  One  Blood.  A Short  Study  of  the  Race  Problem.  Robert 
E.  Speer.  Missionary  Education  Movement.  Paper,  50 
cents. 

The  Clash  of  Color.  A Study  in  the  Problem  of  Race.  Basil 
Matthews.  Missionary  Education  Movement.  50  cents. 

The  Life  and  Teachings  of  Jesus,  by  Charles  F.  Kent. 
Scribner’s. 

Selected  Quotations  on  Peace  and  War.  Compiled  and  pub- 
lished by  the  Commission  on  Christian  Education  of  the 
Federal  Council  of  Churches. 

The  League  of  Nations,  The  Principle  and  the  Practice, 
Stephen  F.  Duggan,  editor.  Atlantic  Monthly  Press, 
Boston. 

International  Government,  Leonard  Woolf.  Brentano’s,  New 
York. 

Introduction  to  World  Politics,  H.  A.  Gibbons.  Century  Co., 
New  York. 

The  New  World  Order,  Frederick  C.  Hicks.  Doubleday, 
Page  & Co. 

The  Great  Deception,  Samuel  Colcord.  Boni  & Liveright. 

Introduction  to  the  Study  of  International  Organization, 
Pitman  B.  Potter. 

The  Revival  of  Europe,  H.  A.  Alexander.  Holt  & Co.,  New 
York. 

*Note — The  books  starred  are  specially  recommended. 


7 


The  prayers  used  in  this  pamphlet  are  chosen  from  The 
Book  of  Prayers  published  by  the  Massachusetts  Church 
Service  League,  paper  50  cents,  cloth  $1.00. 

For  free  pamphlets  in  regard  to  the  aims  and  accom- 
plishments of  the  various  movements  toward  the  preven- 
tion of  war,  address  either 

Department  of  Christian  Social  Service,  281  Fourth  Avenue, 
New  York  City,  or 

The  Federal  Council  of  Churches,  Commission  on  Inter- 
national Justice  and  Goodwill,  105  East  22nd  Street,  New 
York  City. 

The  League  of  Nations  Non-Partisan  Association,  6 East  39th 
Street,  New  York  City. 

Association  of  Peace  Education,  5733  Blackstone  Avenue, 
Chicago,  Illinois. 

World  Alliance  for  International  Friendship  Through  the 
Churches,  70  Fifth  Avenue,  New  York  City. 

Foreign  Policy  Association,  9 East  45th  Street,  New  York  City. 

World  Peace  Foundation,  40  Mt.  Vernon  Street,  Boston  9, 
Massachusetts. 

The  League  of  Women  Voters.  Address  office  in  your  own 
locality  or  the  National  League  of  Women  Voters,  1010 
Grand  Central  Terminal,  New  York  City. 

The  following  pamphlets  should  be  obtained  by  the 
leader  for  use  with  the  course.  They  may  be  obtained 
from  the  Department  of  Christian  Social  Service,  281 
Fourth  Avenue,  New  York  City,  or  from  The  League  of 
Nations  Non-Partisan  Association,  6 East  39th  Street,  New 
York  City. 

“The  League  of  Nations  at  Four  Years  of  Age,”  by  Charles 
H.  Levermore.  Free. 

“What  the  League  of  Nations  Has  Accomplished,”  by  Arthur 
Sweetser.  25  cents. 

“The  Problem  of  the  International  Court  Today,”  by  Manley 
O.  Hudson.  Free. 

“The  Geneva  Protocol  for  the  Pacific  Settlement  of  Inter- 
national Disputes.”  Free. 


8 


SESSION  I. 

THE  NECESSITY  FOR  A WARLESS  WORLD. 


Subject:  The  Necessity  for  a Warless  World. 

Problem:  Why  Must  War  Cease  in  the  World? 

Bible  Reading:  St.  Luke  12:22-32. 

Main  Questions  for  Discussion 

I.  Why  do  nations  go  to  war? 

II.  What  are  the  visible  results  of  the  last  war? 

III.  What  will  the  next  war  mean  for  the  world? 

IV.  What  definite  plans  have  been  devised  to  prevent  the 

next  war? 


Outline  of  Discussion 

Open  the  session  with  prayer. 

Our  Father  in  heaven,  make  us  true  lovers  of  our  country; 
make  us  true  Americans.  Help  us  to  keep  the  promise  which 
our  country  hath  made  to  the  world,  to  be  the  home  of  free- 
dom and  brotherhood  and  justice  for  all.  Enable  us  in  our 
lives  to  keep  this  promise.  In  our  happiness  and  in  our 
strength  put  us  in  mind  of  the  pleasures  and  the  rights  of 
others.  Make  us  brave  and  truthful  and  fair.  In  our  play 
and  in  our  work  keep  our  successes  free  from  boasting  and 
conceit.  And  when  we  fail  and  are  defeated,  give  us  a higher 
courage  and  a stauncher  strength.  Help  us  to  become  noble 
and  great-hearted  citizens,  an  honor  to  our  nation,  and  a spring 
of  hope  to  our  neighbors;  through  Christ  our  Saviour.  Amen. 

—H.  S.  Nash. 

Read  Isaiah  9:6-7  with  St.  Luke  2:13-14. 

Consider  with  the  group  the  significance  of  these  texts. 

What  was  the  promise  of  the  prophecy  of  Isaiah? 

Did  the  angels  sing  at  the  birth  of  our  Lord  as  though 
this  prophecy  were  already  fulfilled? 

Discuss  the  reasons  why  the  fulfillment  of  the  prophecy 


9 


has  not  come  even  in  our  day.  This  idea  may  be  developed 
by  asking  the  questions: 

I.  Why  Do  Nations  Go  to  War? 

Ask  the  group  to  mention  some  of  the  wars  they  can  re- 
call either  from  history  or  from  experience.  List  them  on 
the  blackboard. 

Discuss  with  the  group  the  causes  of  each  of  the  wars  in 
the  blackboard  list. 

Some  of  the  following  wars  may  be  given,  but  the  leader 
will  obtain  better  discussion  if  he  uses  as  a basis  for  his 
argument  the  list  of  wars  which  the  group  gives  in  answer 
to  his  question,  rather  than  by  limiting  the  discussion  to 
the  wars  in  this  list. 

(1)  Trojan  War:  Caused  by  jealous  rivalry  between 
two  states,  Greece  and  Troy.  Immediate  cause,  the  abduc- 
tion of  Helen,  the  wife  of  Menelaus. 

(2)  Greek  and  Roman  Wars:  Caused  by  desire  for  con- 
quest and  a longing  for  supremacy. 

It  was  said  of  Alexander  that,  having  conquered  the 
world,  he  wept  for  more  worlds  to  conquer. 

Caesar  conducted  his  campaigns  in  order  to  conquer  the 
world  for  Rome  and  so  add  to  the  national  glory.  Possibly 
the  desire  for  personal  glory  was  also  a factor. 

(3)  The  War  of  the  Roses:  Civil  war  in  England  due  to 
the  desire  of  rival  factions,  the  houses  of  York  and  Lan- 
caster, to  get  ahead  of  each  other. 

(4)  Cromwell’s  Wars:  Civil  war  in  England  between 
Roundheads  and  Cavaliers  caused  by  revolt  against  the 
tyranny  of  the  party  in  power. 

(5)  American  Revolution:  Caused  by  the  revolt  of  the 
American  colonies  against  injustice  and  oppression. 

(6)  Napoleon’s  Wars:  Caused  by  desire  for  conquest. 

(7)  Civil  War  in  the  United  States:  Caused  by  the 


10 


struggle  for  the  idea  of  States’  Rights  against  the  idea  of 
a centralized  Federal  Government. 

(8)  The  World  War:  Caused  hy  desire  for  world  su- 
premacy. 

Discuss  with  the  group  the  causes  of  the  wars  which 
they  mention  and  list  them  on  the  blackboard.  The  list 
may  include  some  of  the  following  although  the  leader 
should  list  any  causes  which  the  group  feels  are  pertinent 
to  the  question — desire  for  territorial  aggrandizement, 
differences  in  religion,  desire  for  trade  expansion,  revolt 
against  oppression,  revolt  against  fancied  or  real  injustice, 
the  protection  of  investments,  desire  for  national  or  racial 
dominance,  national  self-defense,  etc. 

Some  quotations  on  the  causes  of  war  follow  which  may 
be  helpful. 

“The  original  sin  of  nations — the  greed  of  territorial  ag- 
grandizement.”— Gladstone. 

“The  causes  of  war  may  be  roughly,  and  of  course  super- 
ficially and  generally  distributed  into  three  categories.  First, 
there  are  the  real  differences  between  nations  as  to  their 
respective  rights.  One  nation  claims  territory  and  another 
claims  the  same  territory.  One  nation  claims  the  right  to 
trade  in  a particular  way,  at  a particular  place,  and  another 
nation  claims  an  exclusive  right.  A second  category  is  what 
I might  call  that  of  policy.  The  policy  of  a country  may  be 
to  push  its  trade,  to  acquire  territory,  to  obtain  a dominant 
influence,  to  insist  upon  a certain  course  of  action  by  other 
countries  for  its  own  protection  asserting  that  a different 
course  of  conduct  would  be  dangerous  to  its  safety. 

“A  third  category  of  causes  of  war  may  be  described  as 
being  matters  of  feeling.  Deep  and  bitter  feeling  is  often 
awakened  between  peoples  of  different  countries.  We  have 
got  away  from  the  time  when  the  pique  or  whim  of  an  indi- 
vidual monarch  may  plunge  his  subjects  into  a bloody  and 
devastating  war,  but  we  remain  in  the  time  when  great 
masses  of  people  in  different  countries  may  become  indignant 


11 


over  some  slight  or  insult,  or  a course  of  conduct  which  they 
deem  to  be  injurious  or  unfair.  These  matters  of  feeling, 
which  are  the  most  dangerous  of  all  causes  of  war  because 
they  make  the  peoples  of  two  different  countries  want  to  fight 
- — these  matters  of  feeling  ordinarily  depend  in  the  beginning 
upon  different  views  regarding  the  specific  rights  of  the  two 
countries.”  Elihu  Root,  The  Importance  of  Judicial  Settle- 
ments, Extracts  from  p.  46,  in  Judicial  Settlements  of  Inter- 
national Disputes. 

“It  has  been  customary  to  regard  commerce  as  the  peace 
dynamic  among  men.  Certainly  commerce  demands  peace  for 
the  development  of  trade.  But  commerce  always  produces 
war  for  the  expansion  of  trade.  Where  trade  expands,  nations 
are  brought  into  conflict.” — A.  J.  MacDonald,  Trade,  Politics 
and  Christianity  in  Africa,  p.  3. 

“For  nearly  thirteen  centuries  Christian  Europe  and  the 
Moslem  world  have  faced  one  another,  like  hostile  powers, 
mutually  aggressive  and  distrustful,  and  there  have  been  few 
periods  during  which  they  have  not  been  in  open  conflict  in 
some  part  of  the  long  frontier  between  their  respective  terri- 
tories.”— Sir  T.  W.  Arnold,  Western  Races  and  the  World. 

“A  dispute  over  the  control  of  the  Church  of  the  Holy 
Sepulchre  was  the  immediate  cause  of  the  Crimean  War  of 
1854.  But  that  contest  solved  nothing  and  the  struggle  for 
religious  supremacy  in  Palestine  continued  down  until  the 
outbreak  of  the  World  War.  And  it  was  always  more  than 
a religious  struggle,  itself  marked  by  incessant  and  un- 
Christian  brawls.  It  was  also  political.  Behind  the  Orthodox 
Church  has  loomed  Pan-Slavism;  behind  Roman  Catholicism 
has  loomed  Rome;  behind  Protestantism  has  loomed  Ger- 
many, as  the  visit  of  the  Kaiser  to  the  Holy  Land  in  1898 
proved.” — Raymond  Leslie  Buell,  Current  History,  September, 
1922,  p.  983. 

After  discussing  thoroughly  the  various  causes  of  war 
and  listing  them  on  the  blackboard,  the  leader  should 


12 


direct  the  discussion  to  the  question  of  the  justice  of  war. 
This  subject  may  be  opened  by  asking  the  question: 

Which  of  the  causes  of  war  listed  on  the  blackboard 
constitutes  a just  basis  for  war?  Allow  the  group  to  dis- 
cuss this  question  freely. 

The  following  quotation  may  help  the  leader: 

“What  do  nations  fight  for?  Or,  more  definitely,  what  may 
a nation  fight  for,  with  a fair  prospect  of  commanding  the 
sympathy  and  approval  of  disinterested  men?  What,  in  a 
word,  may  be  fairly  accounted  as  just  causes  of  war?  Defense 
of  its  own  soil  must  undoubtedly  come  first.  No  doubt  there 
are  times  when  the  invasion  of  a nation’s  territory  has  a 
large  measure  of  justification,  as  a result  of  a long-continued 
unneighborliness  and  provocative  acts,  but  the  nation  that 
takes  the  initiative  in  such  an  invasion  assumes  a heavy 
responsibility  and  must  usually  expect  but  grudging  sympathy 
from  a jealous  world.  The  sanctity  of  territory  is  a solemn 
tenet  of  our  political  philosophy  akin  to  the  sanctity  of  life 
in  individual  relations,  and  to  repel  invasion  is  as  well  recog- 
nized a right  as  the  right  of  individual  self-defense.  Even  if 
a nation  has  forfeited  the  sympathy  of  the  world,  and  the 
right  of  the  invader  is  grudgingly  conceded,  it  never  forfeits 
the  right  of  self-defense,  and  the  duty  of  its  citizens  to  rally 
to  its  defense  is  never  questioned.  So  firmly  established  is 
this  principle  of  national  self-defense  that  even  the  most 
confirmed  pacifists  usually  freely  concede  it.” — H.  H.  Powers, 
The  Things  Men  Fight  For,  p.  9. 

Follow  this  discussion  with  a comparison  of  the  effects 
of  war  in  the  light  of  the  justice  of  the  cause. 

Ask  the  question: 

How  does  the  “justice”  of  the  war  affect  its  conse- 
quences ? 

How  do  the  results  of  “just”  wars  differ  from  the  results 
of  “unjust”  wars?  Note  that  the  results  are  the  same  how- 
ever “just”  the  cause  may  have  been. 

If  certain  members  of  the  group  should  advance  the 


13 


theory  that  some  of  the  results  of  war  are  good,  discuss  with 
them  whether  or  not  this  same  good  might  be  obtained  in 
some  other  way  than  by  war.  For  instance,  it  may  be  ad- 
vanced that  war  enables  nations  to  become  rich.  Discuss 
if  this  be  conceded  to  be  a good  result,  whether  or  not 
nations  may  become  rich  in  any  other  way. 

It  may  be  advanced  that  the  spirit  of  heroism  devel- 
oped by  war  is  good.  If  this  be  conceded  to  be  a good 
result,  then  discuss  whether  or  not  this  spirit  can  be  de- 
veloped in  any  other  way. 

One  must  judge  war,  on  the  whole,  by  its  visible  results. 

Ask  the  question: 

II.  What  Are  the  Visible  Results  of  the  Last  War? 

Lead  the  members  of  the  group  to  state  the  results  of 
the  World  War  and  list  them  on  the  blackboard. 

Sydney  L.  Gulick  in  his  book  The  Christian  Crusade  for 
a Warless  World,  gives  the  figures  as  follows: 

1.  America’s  Expenditures  for  the  Great  War. 

(Reiley,  Disarmament,  p.  29) 


Military  Cost  $24,010,000,000 

Extra  Expenses  of  Government  4,500,000,000 

Civilian  Damages  2,400,000,000 

Government  Loans  to  European  Nations  9,760,000,000 

Other  Expenses  3,503,948,225 


$44,173,948,225 

2.  The  Cost  of  the  War  to  All  Nations. 

( Direct  and  Indirect  Costs  of  the  World  War,  E.  L.  BogartJ 


Direct  Costs,  officially  reported $186,000,000,000 

Capitalized  Value  of  Lives  Destroyed..  67,102,552,560 

Loss  to  Neutral  Nations  2,750,000,000 

Other  Estimated  Costs  99,339,167,255 


$355,191,719,815 


14 


3.  Human  Costs  of  the  War. 

( Direct  and  Indirect  Costs  of  the  World  War,  Bogart,  pp.  274-282J 

Soldiers  Killed  12,990,571 

Civilians  Killed  and  Died  Through  Causes 

Due  Directly  to  the  War  (Estimated)  13,000,000 

25,990,571 

4.  Costs  of  Previous  Wars. 

(Irwin,  The  Next  War,  p.  89.  Reiley,  Disarmament,  p.  30) 

Men  Killed:  Nine  Big  Wars,  1790-1913 4,449,000 

Money  Cost  of  Wars  Between  1793  and 


1910  $23,000,000,000 

5.  National  Debt. 

(Irwin,  The  Next  War,  p.  85) 

1913  1920 

U.  S.  A $1,028,000,000  $24,974,000,000* 

Great  Britain  3,485,000,000  39,314,000,000 

France  6,346,000,000  46,025,000,000 


*According  to  the  figures  of  the  U.  S.  Treasury,  the  debt 
June  30th,  1922,  was  $22,963,000,000. 

Other  quotations  may  help  the  leader. 

“In  actual  money,  paid  out  over  the  counter,  much  of  it 
taken  from  the  world’s  accumulated  wealth,  the  war  cost  one 
hundred  and  eighty-six  billion  dollars.  If  you  add  the  in- 
direct cost  such  as  destruction  of  property,  loss  of  production 
and  the  capitalized  value  of  the  human  lives,  the  sum  reaches 
three  hundred  and  thirty-seven  billion  dollars.  The  national 
debts  of  Great  Britain  rose  from  three  and  a half  billions  to 
thirty-nine  billions;  of  France  from  six  and  a third  billions  to 
forty-six  billions;  of  the  United  States  from  one  billion  to 
nearly  twenty-five  billions.” — Will  Irwin,  The  Next  War,  p.  83. 

“The  war  bled  us  (the  French)  terribly.  Out  of  our  popula- 
tion of  less  than  38,000,000  there  were  mobilized  8,500,000; 

5.300.000  of  them  were  killed  or  wounded  (1,500,000  killed, 

800.000  mutiles,  3,000,000  wounded),  not  counting  500,000  men 
who  have  come  back  to  us  from  German  prisons  in  very  bad 
physical  condition. 


15 


“Almost  4,000,000  hectares  of  land  were  devastated,  together 
with  4,000  towns  and  villages;  600,000  buildings  were  de- 
stroyed, among  them  20,000  factories  and  workshops,  besides 
5,000  kilometers  of  railroads  and  53,000  kilometers  of  roads. 
About  1,400,000  head  of  cattle  were  carried  off.  Altogether, 
a quarter  of  our  productive  capital  was  annihilated. 

“The  financial  consequences  of  the  annihilation  of  all  these 
resources  bear  down  on  us  heavily  today.  The  war  cost  us 
150  billions  of  francs.  The  damage  to  property  and  persons 
comes  to  200  billions.  Our  ordinary  budget  has  increased 
from  four  and  one-half  billions  to  25  billions;  our  debt  from 
36  billions  to  330  billions.  Since  the  armistice  we  have  spent 
on  reconstruction  and  on  pensions  a total  of  90  billions,  and 
we  have  received  from  Germany  in  one  form  or  another  less 
than  two  billions  of  gold  marks  (about  six  billions  of  francs), 
or  about  six  per  cent,  of  what  we  have  had  to  spend  on  re- 
storing our  provinces — a task  as  yet  but  half  completed.” 
—Andre  Tardieu,  The  Policy  of  France,  Foreign  Affairs, 
September,  1922,  pp.  12,  13. 

“Were  half  the  power  that  fills  the  world  with  terror, 
Were  half  the  wealth  bestowed  on  camps  and  courts, 
Given  to  redeem  the  human  mind  from  error. 

There  were  no  need  of  arsenals  or  forts.” 

—Longfellow. 

Discuss  the  results  of  war  as  seen  in  the  character  of 
those  who  make  it  their  trade. 

“What  a school  is  this  for  the  human  character!  From  men 
trained  in  battle  to  ferocity,  accustomed  to  the  perpetration 
of  cruel  deeds,  accustomed  to  take  human  life  without  sorrow 
or  remorse,  habituated  to  esteem  an  unthinking  courage  a 
substitute  for  every  virtue,  encouraged  by  plunder  to  prodi- 
gality, taught  improvidence  by  perpetual  hazard  and  exposure, 
restrained  only  by  an  iron  discipline  which  is  withdrawn  in 
peace,  and  unfitted  by  the  restless  and  irregular  career  of 
war  for  the  calm  and  uniform  pursuits  of  ordinary  life;  from 
such  men  what  ought  to  be  expected  but  contempt  of  human 
rights  and  of  the  laws  of  God?” — William  Ellery  Channing, 
Discourses  on  War,  pp.  20-23. 


16 


Discuss  the  results  of  war  in  the  retarding  of  human 
progress.  Emphasize  the  loss  to  the  world  in  the  death  of 
thousands  of  the  best  of  every  country  engaged  in  the  last 
war.  The  finest,  the  bravest,  the  cleverest  marched  out  to 
fight.  Those  died  who  would  have  lived  noble  lives  en- 
riching the  life  of  their  whole  nation,  those  died  who 
would  have  written  great  hooks,  who  would  have  created 
inventions  to  aid  the  progress  of  mankind,  who  would  have 
made  great  contributions  to  art  or  to  thought. 

Discuss  with  the  group  what  effect  such  results  have  on 
the  possibility  of  another  war. 

Ask  the  question: 

What  effect  have  the  results  of  this  war  had  on  the  pre- 
vention of  war? 

Consider  the  effect  of  the  feelings  of  bitterness  and 
hatred  between  nations  aroused  by  the  last  war. 

Consider  the  possible  expression  of  the  self-conscious- 
ness of  national  groups  hitherto  submerged  but  now  strug- 
gling for  self-determination. 

Consider  the  possible  development  of  race  conflicts  in 
the  future  as  the  result  of  the  struggle  for  recognition  of 
hitherto  backward  races. 

Consider  the  growth  of  new  nations  who  are  seeking  to 
find  a place  for  themselves  in  the  world. 

In  the  light  of  this  discussion  how  far  did  this  last  war 
end  war? 

“For  what  can  war  but  endless  war  still  breed?” — Milton. 

III.  What  Will  the  Next  War  Mean  for  the  World? 

Discuss  the  area  which  must  inevitably  be  covered  by 
the  next  war. 

“Races  and  nations  long  isolated  are  now  face  to  face — Asia 
and  Africa  are  at  our  front  door.  No  nation  can  be  isolated. 


17 


No  longer  is  war  the  limited  affair  that  it  was  in  other  cen- 
turies.”— Sidney  L.  Gulick,  The  Christian  Crusade  for  a 
W arless  World. 

“Every  war  in  the  future  must  be  a world  war.  And  this 
will  mean  inevitably  that  the  flame  of  any  future  war  will 
rage  across  every  race  till  it  has  burned  itself  out  and  only 
the  charred  ruins  of  civilization  remain.” — Basil  Matthews, 
The  Clash  of  Color. 

Discuss  the  methods  that  will  inevitably  be  used  in  the 
next  war. 

Recall  the  use  of  high-powered  means  of  destruction, 
and  their  possible  development.  This  last  war  saw  the 
beginning  of  poisoned  gas  warfare.  Since  then  scientists 
have  discovered  that  the  inhabitants  of  whole  cities  can 
be  destroyed  by  loosing  gas  from  an  airplane. 

Consider  the  future  development  of  engines  of  destruc- 
tion. Many  scientists  are  at  work  in  laboratories  all  over 
the  world  searching  for  the  secret  of  atomic  energy.  In 
an  article  in  The  Literary  Digest  for  November  15,  1924, 
entitled  “Infinite  Energy  Just  Out  of  Reach,”  the  writer 
claims  that  a certain  scientist  is  working  toward  this  dis- 
covery and  is  within  measurable  distance  of  his  goal.  This 
will  mean  a new  and  immeasurable  source  of  energy  inde- 
pendent of  coal  and  oil  deposits,  hydro-electric,  and  every 
other  form  of  power  known  at  present.  What  will  it  mean 
in  war? 

Consider  the  possibility  of  holding  in  the  palm  of  one’s 
hand  enough  energy  to  destroy  a city. 

Consider  the  development  of  machines  for  air-warfare. 
Already  a machine  has  been  devised  which  can  cross  the 
Atlantic  Ocean. 

Many  prophets  believe  that  the  next  war  will  involve  the 
entire  civilian  population.  As  Sydney  L.  Gulick  says:  “It 
is  no  longer  merely  armies  that  fight  but  entire  nations.” 


18 


Professor  A.  M.  Low,  scientist  and  inventor,  whose  work 
during  the  World  War  was  highly  valued  by  the  British 
War  Inventions  Board,  contributes  a remarkable  article 
to  the  Fortnightly  Review  on  the  sort  of  warfare  that  may 
he  expected  a hundred  years  hence.  Among  the  things  he 
expects  to  play  a part  in  future  warfare  are: 

“Jets  of  water,  charged  with  electricity,  to  kill  horses  and 
men.  Wireless  telephony,  sight,  heat,  power,  and  writing. 
Wireless  control  of  tanks  and  airplanes.  Battle  plane  engines 
developing  wireless  power  to  destroy  aircraft  within  hundreds 
of  yards.  Wireless  heat  to  destroy  European  regions.  Giant 
transport  airplanes  with  incredible  speed.  Secret  war  plans 
ferreted  out  by  wireless  telephone  and  sight,  the  future  war’s 
eyes  and  ears.  Propaganda  striking  terror  into  every  home 
by  means  of  wireless  receivers  which  will  be  more  common 
than  any  telephone  today.  Armoured  boats,  capable  of  diving 
under  the  water  and  of  flying  in  the  air,  a kind  of  combined 
tank-submarine-airplane.  Airplanes  with  electric  impulse, 
their  guns  firing  an  enormous  number  of  bullets  a second. 
Electrically  controlled  rockets,  operated  on  wires,  for  wreck- 
ing planes.  A wireless  controlled  torpedo  with  wireless 
sighted  periscope,  controlled  by  a secret  combination  of  wave 
lengths.  Gyroscopic,  wireless  airplanes  over  which  operator, 
who  may  also  be  in  sight,  has  absolute  control  and  can  release 
bombs  at  will. — London  Cable,  New  York  Times,  August  30, 
1923. 

From  the  discussion  it  will  be  easy  for  the  group  to 
realize  the  force  of  the  words  of  James  Bryce,  “If  we  do 
not  destroy  war,  war  will  destroy  us.” 

Ask  how  far  men  are  conscious  of  the  possible  extent 
and  annihilating  character  of  the  next  war? 

Ask  how  many  books,  written  on  this  subject,  the  group 
has  seen  noted  in  booklists,  on  library  shelves,  or  on  book 
counters.  If  the  leader  will  go  to  the  Public  Library  in 
his  own  locality,  or  study  the  bibliography  given  at  the 
end  of  the  Christian  Crusade  for  a Warless  World,  or  note 


19 


the  works  from  which  are  taken  the  quotations  in  Inter- 
national Problems  and  the  Christian  Way  of  Life,  or  in 
Selected  Quotations  on  Peace  and  War,  he  will  find  that 
many  of  the  leading  thinkers  of  our  day  fully  realize  the 
urgent  necessity  for  the  abolition  of  war. 

Ask  the  group  to  tell  of  magazine  articles  they  have 
seen  dealing  with  the  same  subject.  Ask  them  to  watch 
for  these  in  current  magazines  during  the  four  weeks  of 
the  course  and  bring  in  to  the  group  meeting  each  week 
the  result  of  their  discoveries  along  this  line.  They  will 
find  that  many  current  articles  in  newspapers  and  mag- 
azines are  concerned  with  this  subject. 

Ask  the  group  to  tell  of  organizations  which  are  work- 
ing against  war.  A list  is  given  in  The  Christian  Crusade 
for  a Warless  World  on  pages  190-193. 

A partial  list  is  given  also  in  the  Foreword  of  this 
pamphlet. 

The  existence  of  so  many  books,  magazines,  and  news- 
paper articles  and  organizations  shows  that  many  men 
are  conscious  of  the  necessity  of  preventing  another  war. 

Discuss  with  the  group  what  has  been  accomplished  by 
leaders  of  the  thought  of  the  world  on  this  subject. 

IV.  What  Definite  Plans  Have  Been  Devised  to  Pre- 
vent the  Next  War. 

Discuss  with  the  group  the  various  plans  before  the 
world  today  for  the  prevention  of  war. 

1.  The  League  of  Nations.  Secure  from  the  League  of 
Nations  Non-Partisan  Association,  6 East  39th  Street,  New 
York  City,  free  leaflets  telling  of  the  progress  of  the 
League  of  Nations. 

Send  for  copies  of  “The  League  of  Nations  at  Four  Years 
of  Age,”  by  Charles  H.  Levermore  and  distribute  them 


20 


among  the  members  of  the  group.  See  that  the  members 
of  the  group  understand  what  the  League  is  and  what  it 
has  accomplished. 

The  pamphlet  “What  the  League  of  Nations  Has  Accom- 
plished,” by  Arthur  Sweetser,  which  may  be  obtained  for 
25  cents  from  the  above  address,  will  give  the  leader  more 
details. 

The  League  of  Nations  was  founded  in  1919-1920.  In 
1924  it  is  an  association  of  54  states  comprising  four-fifths 
of  mankind. 

The  following  states  are  the  only  nations  of  the  world 
who  are  not  members  of  the  League:  Afghanistan,  Ecua- 
dor, Germany,  Mexico,  Russia,  Republic  of  Dominica,  the 
Hedjaz,  Iceland,  Tibet,  Turkey,  and  the  United  States. 

The  advocates  of  the  League  claim  that  during  the  four 
years  of  its  existence  it  has  accomplished  the  following 
things : 

“Prevented  Six  Wars.  They  are  as  follows: 

Between  Sweden  and  Finland  over  the  Aaland 
Islands. 

Between  Poland  and  Lithuania  over  the  Vilna  Dis- 
trict. 

Between  Poland  and  Germany  over  Silesia. 

Between  Albania  and  Jugo-Slavia  over  Albanian 
boundaries. 

Rumania,  Jugo-Slavia,  and  Greece  against  Bulgaria 
over  Bulgarian  refugees. 

Between  Italy  and  Greece  over  the  murder  of  Italian 
officers.  The  League  so  successfully  mobilized  the 
opinion  of  the  world  that  the  trouble  was  settled 
within  a month. 


21 


“ Created  the  World  Court 

In  February,  1922,  this  Court  was  opened  at  The 
Hague,  with  a constitution  drawn  up  by  the  League’s 
committee  of  jurists  of  which  Elihu  Root  was  an  in- 
fluential member.  For  twenty-five  years  our  Govern- 
ment had  tried  to  establish  a World  Court  without 
success. 

“Improved  World  Economic  Conditions 

In  the  face  of  difficulties  which  would  have  proved 
unsurmountable  to  any  but  a co-operating  world,  the 
League  has  given  Austria,  which  was  on  the  point  of 
collapse,  the  opportunity  to  reconstruct  its  economic 

life. 

It  is  doing  the  same  thing  for  Hungary. 

Practically  all  the  methods  of  economic  reconstruc- 
tion that  have  helped  to  place  Europe  on  its  feet, 
including  the  basic  principles  of  the  “Dawes  Plan” 
for  reparation  payments,  were  worked  out  by  the 
League. 

“Published  Secret  Treaties 

The  League  has  established  the  rule  of  publicity 
for  international  agreements,  by  the  registration  and 
publication  of  seven  hundred  treaties  made  among  its 
members. 

“Supported  Governments  in  Disputed  Areas 

The  League  is  the  ultimate  authority,  until  1935,  for 
the  Government  of  the  Saar  Valley,  with  650,000  in- 
habitants; and  the  Free  State  of  Danzig,  with  200,000 
inhabitants,  is  under  the  protection  and  guaranty  of 
the  League. 


22 


“ Sought  the  Solution  of  Disarmament  Problems 

The  League  has  undertaken  to  create  agreements 
among  all  the  nations  of  the  world  for  the  reduction 
of  armaments.  Two  plans  are  now  under  consid- 
eration. 

The  refusal  of  the  United  States  Government  to 
give  adequate  co-operation  has  greatly  retarded  this 
work. 

“ Administered  Mandates 

The  League  considered  and  approved  the  terms  of 
Mandates  for  the  governing  of  former  German  pro- 
tectorates in  the  interest  of  the  backward  peoples  that 
inhabit  them.  It  constituted  a Mandates  Commission 
which  ensures  the  rightful  carrying  out  of  these 
“trusts.” 

“ Created  Humanitarian  Co-operation 

The  League  has  organized  an  international  cam- 
paign against  the  distribution  of  opium  and  other 
habit-forming  drugs. 

It  prevented  the  spread  of  typhus  and  cholera  from 
Poland  and  Russia  to  the  Western  World. 

It  has  aided  the  distribution  of  medical  knowledge 
and  improved  health  conditions  by  obtaining  the  co- 
operation of  medical  experts  and  representatives  of 
public  health  laboratories  the  world  over. 

It  has  organized  an  international  campaign  against 
the  White  Slave  traffic. 

It  restored  to  their  homes  400,000  war  prisoners 
who  were  in  every  sort  of  misery  in  Russia. 

It  aided  and  succored  almost  countless  refugees — 
one  and  a half  million  Russians,  hundreds  of  thou- 
sands of  Greeks,  Armenians,  etc. 


23 


It  founded  a model  settlement  for  15,000  refugees 
in  Western  Thrace. 

It  has  created  a Greek  Refugee  Settlement  Scheme 
for  the  self-supporting  settlement  of  one  million 
Greeks  expelled  from  Turkish  territory. 

“7s  Reducing  Unfair  Competition 

The  League  is  reducing  unfair  competition  by  the 
more  populous  and  low-wage  nations  with  the  better- 
paid  labor  of  the  United  States.  This  is  done  through 
an  international  labor  organization  composed  of  rep- 
resentatives of  governments,  of  employers,  and  of 
workers,  which  serves  as  a central  agency  for  the 
study  and  improvement  of  labor  conditions  and  of  re- 
lations between  employers  and  wage-earners,  chiefly 
among  the  low-wage  nations. 

“How  Have  These  Things  Been  Accomplished? 

By  bringing  the  world  together  in  continuous  con- 
ferences to  promote  peace  and  maintain  justice.  The 
League  of  Nations  is  the  first  agency  in  history  that 
has  been  able  to  do  this.”  The  League  of  Nations — 
What  Has  Happened  and  What  Has  Not  Happened. 

2.  The  Permanent  Court  of  International  Justice.  Se- 
cure from  the  League  of  Nations  Non-Partisan  Associa- 
tion, 6 East  39th  Street,  New  York  City,  a free  pamphlet 
called  “The  Problem  of  the  International  Court  Today,” 
by  Manley  O.  Hudson.  This  contains  the  suggestions  of 
both  Senators  Borah  and  Pepper  in  regard  to  a World 
Court.  Note  that  President  Coolidge’s  message  to  Con- 
gress, December,  1924,  recommends  the  participation  of 
the  United  States  in  the  World  Court. 


24 


Note  also  the  resolution  of  the  House  of  Bishops  of  our 
Church. 

RESOLVED,  That  the  House  of  Bishops,  of  the  Protestant 
Episcopal  Church,  in  special  session  in  the  city  of  Dallas, 
Texas,  would  express  intense  interest  in  the  petition  presented 
by  the  Secretary  of  State,  in  his  strong,  wise  plan  for  a World 
Court  of  Justice,  to  settle  many  of  the  problems  causing  un- 
rest and  mistrust  of  nation  against  nation. 

Therefore  we,  the  Bishops  assembled,  wish  to  express  our 
earnest  hope  that  the  Government  of  the  United  States  will 
follow  the  lead  of  the  Secretary  of  State,  believing  that  the 
United  States  should  enter  this  World  Court  of  Justice  and 
bear  her  part  in  stabilizing  the  conditions  of  the  world  and 
using  her  influence  to  avoid  war  and  promote  peace. 

The  following  quotation  is  taken  from  the  pamphlet 
recommended  above. 

“In  the  main,  the  questions  with  which  the  Court  will  deal 
will  be  judicial  questions,  which  are  not  of  a nature  to  cause 
war.  . . . And  yet  the  existence  of  the  Court  itself  has  had 
a considerable  effect  on  the  Foreign  Offices  of  the  world  in 
their  dealing  with  international  problems.  Several  cases  have 
arisen  within  the  last  few  months  which  illustrate  this  very 
admirably. 

“There  was  first  the  case  of  Corfu.  The  proposals  . . . 
which  formed  the  basis  of  the  final  settlement,  included  a 
suggestion  that  the  amount  of  the  indemnity  payable  be  de- 
termined by  the  Permanent  Court  of  International  Justice. 
. . . Although  it  was  later  dropped  ...  it  seems  indisputable 
that  the  existence  of  the  Court  facilitated  the  negotiations 
which  finally  succeeded  in  preventing  a war. 

“A  second  recent  case  was  the  Franco-Swiss  dispute  over 
the  customs  zones  of  Upper  Savoie.  . . . The  Swiss  Govern- 
ment proposed  that  the  question  of  the  continuance  of  the 
treaties  of  1915  be  placed  before  the  Permanent  Court  of 
International  Justice.  The  case  is  still  in  the  stage  of  diplo- 
matic negotiation. 


25 


“A  third  case  was  the  question  between  Jugo-Slavia  and 
Bulgaria  with  reference  to  the  attack  on  a Jugo-Slav  military 
attache  in  Bulgarian  territory  a few  weeks  ago.  (December, 
1923.)  The  Bulgarian  Government  immediately  proposed  that 
the  amount  of  indemnity  payable  should  be  determined  by  the 
International  Court  . . . Jugo-Slavia  agreed  to  this.  The 
matter  has  since  been  adjusted  diplomatically,  however. 

“In  all  three  of  these  cases  then,  the  existence  of  the  Court 
has  come  to  be  felt  as  an  important  fact  in  international 
relations.  But  there  is  still  another  contribution  which  the 
Court  is  making.  It  has  now  come  to  be  mentioned  in  various 
treaties  which  are  being  entered  into,  as  the  tribunal  to  which 
will  ultimately  go  any  disputes  which  may  arise  in  the  inter- 
pretation or  application  of  the  treaty  provisions.  . . . 

“Gradually  but  surely,  therefore,  a change  is  going  on  which 
is  extending  the  field  of  law  in  international  relations.  A 
world  court  is  no  longer  a dream,  it  is  a dream  come  true.” 

3.  The  Geneva  Protocol.  For  the  full  text  of  the  Proto- 
col see  the  pamphlet  “The  Geneva  Protocol  for  the  Pacific 
Settlement  of  International  Disputes,”  published  by  the 
League  of  Nations  Non-Partisan  Association,  6 East  39th 
Street,  New  York  City. 

“The  Protocol  of  Geneva  is  a treaty  to  outlaw  war.  . . . 
The  Protocol  fills  in  gaps  in  the  Covenant  of  the  League  of 
Nations.  Its  framers  desire  that  all  war  in  the  future  should 
be  outside  the  pale  of  law,  just  as,  during  the  past  few  cen- 
turies, fighting  between  individuals  has  been  put  outside  the 
pale  of  law.  If  their  methods  should  prove  successful,  fight- 
ing could  lawfully  be  undertaken  in  the  future  only  to  defend 
the  common  interests  of  all  nations  against  attack.  . . . 

“But  it  is  a significant  fact  that  forty-eight  nations  have 
joined  in  framing  the  Protocol  for  the  Pacific  Settlement  of 
International  Disputes  and  that  eleven  European  nations  have 
already  signed  it  in  an  attempt  as  among  themselves  to  estab- 
lish a procedure  which  will  meet  their  own  ideas  of  security. 
Other  nations  will  undoubtedly  take  part.” 


26 


Elihu  Root  in  a recent  address  interpreted  the  Protocol 
as  “the  progressive  expression  of  the  world’s  demand  for 
peace.” 

4.  Conference  for  the  Limitation  of  Armaments.  Recall 
the  history  of  the  Washington  Conference. 

“The  Washington  Conference  on  Limitation  of  Armaments 
was  a welcome  sign  and  an  important  factor  in  bringing  in 
the  new  era.  By  its  agreements  we  see  a forward  step  in 
the  turning  of  nations  from  war  to  law;  from  brute  force 
to  reason  in  the  settlement  of  international  disputes.  In  the 
scrapping  of  mighty  battleships,  existing  and  potential,  by 
three  great  naval  powers,  upon  which  hundreds  of  millions 
of  dollars  had  already  been  expended;  in  the  promise  of  five 
nations  to  keep  their  capital  ships  to  certain  carefully  defined 
dimensions  and  tonnage;  in  the  agreement  of  four  nations  to 
enter  at  once  into  conference  whenever  during  the  next  ten 
years  ominous  difficulties  develop  with  respect  to  their 
‘Island  possessions’  in  the  Pacific;  in  the  plans  of  nine  na- 
tions to  apply  general  principles  of  equity  and  good-will  in 
their  relations  to  China;  in  all  these  matters  lovers  of  a 
Warless  World  see  signs  of  promise  and  encouragement.” — 
Sidney  L.  Gulick. 

Note  that  there  is  talk  of  another  International  Con- 
ference for  the  Limitation  of  Armaments  to  be  held  prob- 
ably in  May,  1925. 

The  leader  will  not  be  able  in  the  time  at  his  disposal 
to  enter  into  a controversy  on  whether  or  not  the  United 
States  should  enter  into  any  of  these  movements  toward 
the  prevention  of  the  next  war  but  should  simply  aim 
to  see  that  the  members  of  the  group  understand  clearly 
just  what  each  one  is.  Pamphlets  which  the  group  mem- 
bers can  take  home  for  reading  and  studying  should  be 
distributed.  These  have  been  recommended  both  in  the 
Foreword  and  in  the  text. 

After  the  present  plans  for  preventing  war  have  been 


27 


put  before  the  group  the  leader  should  ask  the  question: 
What  plan  is  there  which  antedates  and  supersedes  all 
of  these? 

The  plan  of  a world  brotherhood  was  set  forth  two 
thousand  years  ago. 

Ask  who  gave  us  this  plan.  Refer  to  Bible  Reading  at 
beginning  of  session. 

“Christ  alone  carries  love  across  the  gulf  of  race  and  nation 
and  seeks  to  make  mankind  genuinely  one.” — Robert  E.  Speer. 

Announce  the  subject  for  the  next  session  and  give  out 
the  questions  for  discussion  for  Session  II. 

Read  St.  Luke  12:22-32. 

Close  with  prayer. 

Overrule,  we  pray  thee,  0 God,  the  passions  and  designs  of 
men.  Let  thy  strong  hand  control  the  nations  and  bring 
forth  out  of  the  present  discord  a harmony  more  perfect  than 
we  can  conceive,  a new  humility,  a new  understanding,  a 
new  purity,  and  sincerity,  a new  sense  of  reality,  a new 
hunger  and  thirst  for  thy  love  to  rule  the  earth.  Amen. 

— Per  Christum  Vinces. 


28 


SESSION  II. 

THE  IDEALS  THAT  CREATE  A WARLESS  WORLD. 


Subject:  The  Ideals  that  Create  a Warless  World. 
Problem:  What  Must  Be  the  Underlying  Principles  of 
Any  Successful  Plan  for  Peace? 

Bible  Reading:  Ephesians  4:20-5:1. 

Main  Questions  for  Discussion 

I.  What  did  our  Lord  teach  about  war  and  peace? 

II.  How  have  Christian  nations  treated  these  ideals? 

III.  Why  have  they  fallen  short? 

IV.  How  shall  nations  learn  to  do  better? 

Outline  of  Discussion 
Open  the  session  with  prayer. 

O Heavenly  Father,  who  hast  blessed  us  with  Christian 
homes  and  a free  country;  Give  us  a deeper  sense  of  grati- 
tude for  thy  goodness,  arouse  in  us  a greater  love  of  thee  and 
of  thy  service.  By  thy  spirit  move  us  to  be  more  helpful 
to  our  Church,  our  country,  and  to  everyone  near  and  far,  and 
to  follow  loyally  in  the  steps  of  thy  Son  our  Master,  Jesus 
Christ.  Amen.  — Bishop  Lawrence. 

Review  the  first  session. 

Ask  what  the  various  organized  attempts  to  establish 
peace  as  outlined  in  the  first  session  need  in  order  that 
peace  may  be  permanently  established.  By  themselves 
they  may  become  mere  pieces  of  machinery.  They  must 
be  given  power  by  the  ideals  of  the  people  concerned  in 
them.  Ask  where  these  ideals  are  to  be  found. 

I.  What  Did  Our  Lord  Teach  About  War  and  Peace? 
Ask  the  members  of  the  group  to  quote  passages  from 
the  Gospels  giving  the  recorded  words  of  our  Lord  in  this 
connection. 


29 


Some  passages  which  are  especially  significant  are  listed 
here  as  given  in  The  Life  and  Teachings  of  Jesus,  by  Kent. 
The  leader  may  use  as  many  as  he  thinks  practical,  but  in 
general  it  is  better  to  base  discussion  on  the  answers  given 
by  members  of  the  group  rather  than  to  limit  the  discus- 
sion to  the  passages  in  this  list. 

1.  The  crime  of  cherishing  anger  against  another.  St. 
Matthew  5:21-22. 

2.  The  duty  and  wisdom  of  reconciliation.  St.  Mat- 
thew 5:23-26. 

3.  Treatment  of  a wrong  doer.  St.  Matthew  18:15;  St. 
Luke  17:3-4. 

4.  Obligation  to  forgive  indefinitely.  St.  Matthew  18: 
21-25. 

5.  The  obligation  to  make  fair  and  charitable  judg- 
ments. St.  Matthew  7:1-5;  St.  Luke  6:37-42. 

6.  The  attitude  of  non-resistance.  St.  Matthew  5:38-42; 
St.  Luke  6:29-30. 

7.  Love  for  enemies.  St.  Matthew  5:43-47;  St.  Luke 
6:27  and  32-35. 

8.  The  ideal.  St.  Matthew  5:48;  St.  Luke  6:36. 

9.  The  Golden  Rule.  St.  Matthew  7:12;  St.  Luke  6:31. 

10.  Man’s  first  duty.  St.  Luke  10:25-37;  St.  Mark  12: 
28-31;  St.  Matthew  22:35-40. 

11.  The  religion  of  the  heart  and  life.  St.  Mark  12: 
32-34. 

The  leader  should  discuss  with  the  group  the  applica- 
tion of  these  teachings  to  the  question  of  war  and  peace. 

At  the  end  of  the  discussion  sum  up  the  teachings  of 
our  Lord  in  regard  to  war. 

“Thou  shalt  love  the  Lord  thy  God  with  all  thy  heart, 
and  with  all  thy  soul,  and  with  all  thy  mind.  This  is  the 
first  and  great  commandment,  and  the  second  is  like  unto  it: 


30 


Thou  shalt  love  thy  neighbor  as  thyself.  On  these  two  com- 
mandments hang  all  the  Law  and  the  Prophets. 

“But  in  its  ultimate  development  God’s  Kingdom  or  rule 
is  destined  to  transform  society,  for  devotion  and  loyalty  to 
the  divine  King,  the  common  Father  of  all  mankind,  is  the 
strongest  and  only  universal  bond  that  can  bind  all  men  to- 
gether. Hence  in  their  final  realization,  Jesus’  teachings  re- 
garding the  Kingdom  of  God  have  a large  social  as  well  as 
individual  significance,  for  they  contemplate  a universal 
brotherhood  or  democracy  in  which  all  men  are  united  in  the 
common  desire  to  do  the  will  of  God.”  The  Life  and  Teach- 
ings of  Jesus.  Kent. 

“When  Jesus  taught  the  forgiveness  of  enemies,  the  iniquity 
of  judging  one’s  fellow-men,  the  absurdity  of  trying  to  correct 
their  vision  when  the  vision  of  the  would-be  correctors  was 
obscured  by  conceited  ignorance  of  the  true  character  of 
God,  he  was  not  mainly  teaching  what  ought  to  happen  be- 
tween brother  and  brother  in  one  nation  or  between  friend 
and  friend  in  some  isolated  assembly  of  the  elect — that  peace- 
able conduct  was  a duty  in  such  cases  had  already  been  amply 
taught  among  the  Jews — he  was  teaching  the  right  individual 
attitude  towards  every  enemy,  personal  or  national,  and  the 
right  national  attitude  towards  an  enemy  nation.”  Lily 
Dougall  and  Cyril  Bennett,  The  Lord  of  Thought,  p.  147. 

Discuss  with  the  group  the  application  of  these  teach- 
ings of  Jesus  in  international  affairs. 

Ask  the  question:  How  far  are  nations  bound  by  God’s 
immutable  moral  laws? 

How  far  are  nations  subject  to  the  principle  “Whatso- 
ever a man  soweth,  that  shall  he  also  reap”? 

“History  is  full  of  the  records  of  nations  that  once  flour- 
ished and  then  perished.  They  perished  because  they  violated 
in  one  way  or  another  God’s  immutable  laws;  some  physical, 
some  hygienic,  some  political,  some  moral.” — Sidney  L. 
Gulick. 

What  ideal  did  our  Lord  set  as  a standard  for  national 
life?  “But  rather  seek  ye  the  Kingdom  of  God  and  all  these  things 
shall  be  added  unto  you.” — St.  Luke,  12:31. 

31 


II.  How  Have  Christian  Nations  Treated  These 
Ideals  ? 

Discuss  with  the  group  the  attitude  of  early  Christians 
toward  these  ideals. 

Note  that  in  the  Acts  of  the  Apostles  there  is  no  record 
of  attempts  to  force  Christian  doctrines  on  an  unwilling 
world,  or  of  torture  and  death  for  those  who  disagreed. 
The  Apostles  showed  an  unfailing  spirit  of  love,  enduring 
slanders,  hardships,  and  persecutions  gladly  for  the  sake 
of  the  Kingdom. 

Consider  with  the  group  the  attitude  of  the  early  Chris- 
tian Church.  There  is  a record  of  martyrs  who  died  for 
their  faith,  and  who  before  they  died  forgave  their  perse- 
cutors, but  there  is  no  record  of  their  banding  together  to 
conquer  their  enemies,  or  to  exterminate  them  by  force. 

For  the  first  two  hundred  or  three  hundred  years  the 
followers  of  Christ  really  tried  to  live  according  to  His 
teachings. 

Discuss  the  growth  in  the  Christian  Church  itself  of  the 
ideal  of  force  as  a means  of  establishing  the  Kingdom. 

The  Crusades  exemplify  this  ideal  of  conquering  by 
force  rather  than  by  love. 

Discuss  with  the  group  the  principle  underlying  the 
Crusades. 

Note  that  they  were  inspired  by  leaders  in  the  Christian 
Church. 

Recall  the  purpose  to  wrest  by  force  the  Holy  Land  from 
the  hands  of  infidels. 

Discuss  the  spirit  of  heroism  and  devotion  in  which 
they  were  carried  on. 

Discuss  the  results,  both  good  and  bad — the  impact  of 
Eastern  culture  on  the  barbaric  West  versus  the  loss  of 


32 


life,  the  consequent  retarding  of  civilization,  the  failure 
of  the  immediate  purpose  to  conquer  the  Holy  Land. 

Compare  the  result  of  the  Crusades  with  the  result  of 
putting  an  equal  amount  of  money,  men,  time,  energy,  and 
heroic  devotion  into  winning  the  Mohammedans  in  the 
Holy  Land  to  Christ  by  love. 

If  another  example  is  necessary  to  show  how  far  away 
from  our  Lord’s  teachings  Christians  gradually  drifted, 
take  as  an  example  the  Spanish  Inquisition. 

Note  that  this  was  inspired  by  the  Christian  Church. 

Recall  the  purpose  to  win  souls  to  Christ  through  fear. 

Discuss  the  spirit  of  devotion  to  Christ  as  shown  in  the 
Inquisitors. 

Discuss  the  results  of  their  substitution  of  their  own  way 
for  the  way  Christ  had  taught.  Human  beings  were  tor- 
tured, burned  at  the  stake,  or  sentenced  to  long  imprison- 
ment. Civilization  was  retarded  by  instituting  such  a 
reign  of  terror  that  neither  arts,  literature,  nor  science 
could  flourish. 

Discuss  the  possible  result  if  the  same  amount  of  devo- 
tion and  energy  had  been  put  by  the  Christian  leaders  of 
the  Inquisition  into  winning  souls  for  the  gentle  Christ 
who  taught  the  ideals  of  love  and  forgiveness. 

“We  sometimes  try  to  destroy  evil  by  any  means  we  can 
use.  We  try  to  coerce  men  into  goodness;  we  rely  upon 
punishments;  we  employ  the  motive  of  fear.  God  destroys 
evil  by  building  up  in  men  the  love  of  goodness  and  the  life 
of  the  spirit.  So  sure  is  He  that  goodness  and  spirituality 
will  triumph  in  the  end  that  He  is  willing  to  abide  His  time. 
That  was  the  method  of  Jesus.  He  came  to  win  the  world,  but 
He  refused  to  employ  force,  as  men  would  have  had  Him 
do.  He  was  patient  because  He  was  hopeful.  He  would  win 
men  by  goodness  and  love.” — The  Rev.  Stanley  Brown-Serman 
in  The  Living  Church,  December  6,  1924. 


33 


Discuss  the  attitude  of  Christian  nations  toward  these 
ideals. 

Review  with  the  group  the  history  of  the  dealings  be- 
tween nations  as  shown  in  a long  history  of  warfare  since 
The  Christian  era  began.  See  Session  I,  Question  1. 

Discuss  with  the  group  the  following  questions: 

What  nation  may  be  truthfully  called  Christian  today? 

What  would  a Christian  nation  be  and  do? 

What  nation  in  the  world  today  is  seeking  first  the 
Kingdom  of  God? 

“As  for  international  and  interracial  affairs,  what  taking 
Jesus  in  earnest  will  do  with  them  is  becoming  increasingly 
obvious.  In  our  Western  world  a conflict  is  on  between  two 
traditions.  From  the  days  of  the  cavemen  and  before,  the 
tradition  of  war  has  come  up  among  us.  Our  Western  civiliza- 
tion is  built  on  war;  our  Western  history  has  been  one  war 
after  another.  We  have  bred  men  for  war;  trained  men  for 
war;  we  have  glorified  war;  we  have  made  warriors  our 
heroes  and  even  in  our  churches  we  have  put  the  battle  flags 
beside  the  Cross.  But  centuries  ago  a different  tradition  came 
into  our  Western  world.  It  was  not  war,  but  love.  Its  symbol 
was  not  a sword,  but  the  Cross.  Its  voice  was  not  a battle- 
cry,  but  ‘God  so  loved  the  world  that  He  gave  His  only  be- 
gotten Son,’  and  at  the  heart  of  it  stood  a Personality  that 
has  captured  the  choicest  aspirations  and  loyalties  of  the 
race,  saying,  ‘One  is  your  teacher,  and  all  ye  are  brethren.’ 

“For  nearly  two  thousand  years  we  have  been  trying  to  make 
those  two  traditions  blend,  have  been  endeavoring  to  make 
two  antithetical  and  irreconcilable  philosophies  of  life  lie 
down  in  peace  together.  With  one  comer  of  our  mouth  we 
have  praised  the  Prince  of  Peace  and  with  the  other  we  have 
glorified  war.  So  well  have  we  succeeded  in  blending  Christ 
and  carnage,  the  Gospel  and  organized  slaughter,  that  recently 
a missionary  in  an  Oriental  country,  after  an  address  upon 
Christian  goodwill,  was  taken  aside  by  a native  who  said, 
‘You  must  know  that  the  educated  people  of  this  country  look 
upon  Christianity  as  a warring,  blood-spilling  religion.’  Never 

34 


in  the  history  of  the  Christian  church  was  there  a more  clear- 
cut  and  crucial  issue  than  this.  We  cannot  go  on  blending 
those  two  alien  traditions  any  more.  It  is  not  a question  of 
Christ  and  war;  it  is  a question  of  Christ  or  war.” — The 
Modern  Use  of  the  Bible,  Harry  E.  Fosdick. 

How  many  of  the  nations  of  the  world  are  holding 
whole-heartedly  to  the  ideals  of  Jesus  in  their  intercourse 
with  other  nations? 

In  a recent  address  a speaker  said  that  the  youth  of 
today  faces  a world  organized  for  war. 

What  has  been  the  result? 

III.  Why  Have  They  Fallen  Short? 

Discuss  with  the  group  what  the  nations  of  the  world 
are  seeking  instead  of  seeking  the  Kingdom  of  God  and 
put  their  answers  on  the  blackboard. 

1.  Note  the  influence  of  the  desire  for  national  aggran- 
dizement in  connection  with  the  use  of  force  and  the 
creation  of  war. 

Ask  the  group  to  give  an  example  of  a nation  adopting 
the  so-called  imperialistic  policy. 

Discuss  with  the  group  the  following  questions  in  con- 
nection with  the  example  they  have  given: 

What  situation  is  created  when  one  nation  stands  in  the 
way  of  the  imperialistic  policy  of  another  nation? 

What  situation  is  created  when  a conquering  nation 
seeks  to  hold  in  check  the  resentment  of  a conquered 
nation? 

Lead  the  group  to  compare  the  result  of  a policy  of 
national  aggrandizement  with  the  ideals  of  our  Lord  and 
His  promise  of  peace. 

2.  Note  the  influence  of  the  desire  for  wealth  in  the 
creation  of  war. 


35 


Ask  the  group  to  give  an  example  of  a nation  searching 
the  world  for  wealth  in  the  form  of  raw  materials,  oil, 
cotton,  coal,  iron,  etc. 

Discuss  with  the  group  the  following  questions  in  con- 
nection with  the  example  they  have  given: 

What  situation  is  created  when  two  nations  seek  to  ob- 
tain the  same  source  of  raw  materials? 

What  situation  is  created  within  the  nation  whose  wealth 
is  exploited  by  more  powerful  nations? 

What  has  caused  the  disruption  of  the  Geneva  Opium 
Conference  (December,  1924)  ? 

Note  that  no  nation  was  seemingly  willing  to  give  up 
the  opportunity  for  making  money  through  opium. 

How  does  this  overwhelming  desire  for  national  wealth 
compare  with  the  ideals  of  our  Lord  and  His  promise  of 
peace? 

“The  peace  of  the  world  will  be  unstable  just  so  long  as 
individuals  or  groups  can  go  into  backward  countries,  obtain 
concessions,  make  investments,  develop  vast  private  interests, 
and  depend  on  the  home  government  to  enforce  their  claims 
and  defend  their  interests.  Under  such  conditions  every  un- 
developed country,  where  are  to  he  found  rich  resources  and 
a defective  political  and  social  order,  becomes  a breeding- 
place  of  wars.” — William  Pierson  Merrill,  Christian  Inter- 
nationalism. 

3.  Note  the  influence  of  national  arrogance  in  the  crea- 
tion of  war. 

Ask  the  group  to  give  an  example  of  a nation  attempt- 
ing to  impose  its  system  of  civilization  on  other  nations. 

Discuss  with  the  group  the  following  questions  in  con- 
nection with  the  example  they  have  given: 

What  situation  is  created  when  two  civilizations  clash? 

What  situation  is  created  when  the  stronger  attempts 
to  impose  its  civilization  on  the  weaker? 


36 


What  situation  is  created  when  the  weaker  nation  re- 
sists the  effort  to  destroy  its  civilization  and  impose 
another  type? 

“But  the  question  cannot  be  intelligently  faced,  or  an  in- 
telligent answer  reached,  as  long  as  we  obscure  our  minds 
with  the  self-delusion  that  ours  alone  is  the  way  of  light, 
that  there  is  no  civilization  but  ours,  and  that  resistance  to 
our  concept  of  life  is  blasphemy  or  barbarism.” — Peffer  in 
The  Century  Magazine. 

How  does  national  arrogance  compare  with  the  ideals 
of  our  Lord  and  His  promise  of  peace? 

4.  Note  the  influence  of  the  desire  for  national  power 
in  the  creation  of  war. 

What  situation  is  created  when  a nation  is  consumed 
with  a thirst  for  power? 

Ask  the  group  to  give  an  example  of  a nation  attempting 
to  dictate  to  weaker  powers  and  so  become  the  ruler  of 
world-wide  affairs. 

Discuss  with  the  group  the  following  questions  in  con- 
nection with  the  example  they  have  given: 

What  situation  is  created  when  a rising  national  self- 
consciousness  resents  the  attempt  to  prohibit  national  self- 
expression? 

With  what  must  a nation  support  its  claim  to  be  a world 
dictator?  Here  again  force  or  threats  of  force  are  com- 
monly used. 

How  does  this  compare  with  the  ideals  of  our  Lord  and 
His  promise  of  peace? 

5.  Note  the  influence  of  race-prejudice  in  the  creation 
of  war. 

What  situation  is  created  by  race-prejudice? 

Ask  the  members  of  the  group  to  give  an  example  of 
race-prejudice  in  a nation  today  and  to  indicate  its  result. 


37 


Discuss  with  the  group  the  following  questions  in  con- 
nection with  the  example  they  have  given: 

What  state  of  mind  is  developed  when  a nation  displays 
racial  arrogance?  What  is  the  result  of  such  a state  of 
mind? 

What  state  of  mind  is  developed  in  a nation  whose  racial 
pride  has  heen  injured  by  another  nation?  What  is  the 
result  of  such  a state  of  mind? 

After  the  discussion  the  leader  should  sum  up  the  rea- 
sons why  Christian  nations  have  fallen  short  in  carrying 
out  the  ideals  of  our  Lord. 

What  have  Christian  nations  substituted  as  a goal  in  the 
place  of  the  Kingdom  of  God?  History  is  full  of  the 
selfish  struggles  of  nations  for  their  own  self-interests. 

What  has  been  the  result  of  this  substitution? 

“The  unfolding  of  the  Christian  religion  in  the  West  has 
been  a record  of  fighting  and  slaughter  aiming  at  worldly 
triumph  which  is  absolutely  unparalleled  in  any  other  phase 
of  the  history  of  the  race.  In  all  the  developments  in  which 
we  see  the  West  endeavoring  to  present  to  the  human  mind 
the  tremendous  ideals  of  the  Christian  religion,  one  aim 
seems  almost  invariably  at  some  stage  to  become  dominant 
in  the  fighting  mind  of  those  who  have  held  power  in  the 
West.  In  the  development  of  its  churches,  of  its  creeds,  of  its 
nationalities,  of  its  theories  of  the  state  in  relation  to  civili- 
zation, the  West  has  continuously  made  interpretations  of  the 
interest  or  of  the  aims  of  the  Christian  religion,  or  of  some 
system  of  national  policy  proceeding  from  them,  the  occasion 
for  entrenching  itself  in  absolutisms  always  resting  on  force, 
always  organized  by  force,  and  always  aiming  directly  or 
indirectly  to  impose  themselves  by  force  on  other  people.” 
— Benjamin  Kidd,  The  Science  of  Power,  pp.  158,  159. 

IV.  How  Shall  Nations  Learn  to  Do  Better? 

Discuss  with  the  group  how  individuals  learn  to  get 
along  with  each  other  without  fighting. 


38 


Illustrate  by  using  the  example  of  a family. 

Compare  a family  in  which  there  is  constant  quarreling 
with  one  in  which  there  is  peace. 

What  makes  the  difference? 

Discuss  with  the  group  how  people  learn  to  get  along 
peacefully  with  the  other  members  of  their  families. 

What  principles  must  be  put  into  operation  in  order  to 
keep  the  peace  in  families? 

Compare  a neighborhood  in  which  there  is  constant 
quarreling  with  one  in  which  there  is  peace  and  good-will. 

What  makes  the  difference? 

Discuss  with  the  group  how  neighbors  learn  to  get  along 
peacefully  with  each  other. 

What  principles  must  be  put  into  operation  in  order  to 
keep  the  peace  in  a neighborhood  or  community? 

Discuss  with  the  group  how  the  various  elements  within 
our  nation  learn  to  get  along  peaceably  with  each  other. 

Ask  the  group  to  name  some  of  the  various  elements 
represented  within  our  nation  both  as  regards  race  and 
interests.  Our  population  is  made  up  of  extremely  diversi- 
fied elements  racially.  There  are  Indians,  Negroes,  and 
foreign-born  of  many  nationalities.  Our  nation  is  so  large 
that  our  interests  are  greatly  diversified.  Farmers  and 
industrial  workers,  rural  and  urban  sections  all  have  pecu- 
liar interests  of  their  own. 

What  principles  must  be  put  into  operation  in  order  that 
we  may  live  together  in  peace  within  a nation? 

Discuss  with  the  group  how  nations  learn  to  get  along 
peacefully  with  each  other. 

Recall  the  days  of  primitive  man  when  nations  were 
represented  by  tribes  who  were  constantly  fighting  each 


39 


other  for  the  possession  of  grazing  grounds,  or  supplies  of 
food  and  water.  For  example,  the  leader  may  use  the 
history  of  the  Hebrew  nation,  the  conditions  among  primi- 
tive tribes  in  Africa  today  or  the  history  of  the  American 
Indians.  Under  conditions  such  as  these  warfare  was  the 
profession  of  every  man.  Recall  how  among  the  American 
Indians  every  boy  was  trained  to  be  a warrior. 

Discuss  how  far  Christian  nations  have  advanced  in  this 
respect. 

Compare  the  conditions  existing  between  Canada  and 
the  United  States  with  the  conditions  existing  between 
France  and  Germany.  Recall  that  on  the  long  border  be- 
tween Canada  and  the  United  States  there  is  not  a single 
fort. 

What  principles  must  be  put  into  operation  in  order 
that  such  harmony  may  prevail  among  all  nations? 

Discuss  what  practical  preventives  of  war  nations  have 
learned? 

The  following  suggestions  may  help  the  leader,  but  he 
should  be  careful  to  base  the  discussion  on  the  answers 
given  by  the  group  and  not  to  limit  it  to  this  list. 

1.  There  must  be  mutual  understanding. 

Consider  the  result  of  misunderstanding  in  the  family 
life  and  among  friends  and  neighbors,  and  among  nations. 

Ask  the  group  to  give  an  example  of  the  influence  of 
misunderstanding  in  the  relations  between  nations. 

“Between  nations,  understanding,”  Dr.  Gulick  says,  “would 
result  in  the  removal  of  unjust  barriers  of  trade,  color,  creed, 
and  race.” 

“We  need  also  to  be  reminded  repeatedly  that  if  the  two 
peoples  (Americans  and  Japanese)  are  not  to  be  blundering 
in  their  intercourse  with  each  other,  with  constant  danger  of 


40 


disastrous  crises,  they  must  learn  to  understand  one  another, 
to  know  each  other’s  faults  and  virtues,  to  be  patient  with  the 
former  and  eager  to  see  the  latter.  They  must  each  come  to 
know  the  other’s  history,  problems,  ideals,  political,  social 
and  religious  institutions,  and  methods  of  thought.  If  Ameri- 
cans are  to  do  their  part  of  this,  they  must  not  be  content 
to  form  their  opinions  of  Japan  from  what  they  see  in  the 
daily  press,  although  the  news  purveyed  there  is  not  always 
biased  or  false.  Nor  must  they  content  themselves  with  read- 
ing an  occasional  popularly  written  book  on  Japan;  the 
majority  of  the  volumes  of  this  class  are  almost  hopelessly 
biased  either  for  or  against  the  Island  Empire.  They  must, 
rather,  take  the  time  to  go  with  some  degree  of  care  into  the 
historical  and  geographical  background  of  present-day  Japan; 
they  must  study  the  most  outstanding  features  of  her  existing 
institutions  and  ideas;  and  they  must  get  the  viewpoints  of 
authors  of  varying  prejudices.”— Kenneth  Latourette,  Syllabus 
on  Japan. 

Ask  the  group  to  apply  the  principle  underlying  this 
quotation  to  the  relations  between  any  two  nations. 

2.  There  must  be  co-operation. 

Consider  the  result  of  lack  of  co-operation  in  the  family 
life  and  among  friends  and  neighbors  and  among  nations. 

Ask  the  group  to  give  an  example  of  the  influence  of 
lack  of  co-operation  in  the  relations  between  nations. 

Compare  the  results  of  war  with  the  results  of  interna- 
tional conferences  and  associations  based  on  co-operation. 
See  Session  I. 

3.  There  must  be  a willingness  to  sacrifice  even  what 
is  regarded  as  a just  claim  if  it  is  for  the  good  of  the  whole. 

Consider  the  result  of  an  unwillingness  to  sacrifice  any- 
thing in  the  family  life  or  among  neighbors  or  among 
nations. 


41 


Ask  the  group  to  give  an  example  of  the  influence  of  un- 
willingness to  sacrifice  in  the  relations  between  nations. 

Note  the  Opium  Conference,  December,  1924. 

4.  There  must  be  justice  for  all  races,  peoples,  and 

nations.  ; ! jjfl 

Consider  the  result  of  injustice  in  family  and  commu- 
nity life  and  among  nations. 

Ask  the  group  to  give  an  example  of  the  influence  of 
injustice  in  the  relations  between  nations. 

5.  There  must  be  a respect  for  international  law. 

Consider  the  result  of  a failure  to  respect  law  within 

the  nation. 

What  happens  when  each  individual  does  as  he  pleases? 

Discuss  what  a failure  to  respect  law  means  between 
nations. 

Ask  the  group  to  give  examples. 

What  happens  when  each  nation  does  as  it  pleases? 

6.  There  must  be  individual  responsibility  for  the 
maintenance  of  peace. 

Note  the  influence  of  this  principle  in  family  and  com- 
munity life.  If  there  is  even  one  person  in  the  group  who 
is  determined  not  to  quarrel  and  to  keep  the  others  from 
quarreling,  what  is  apt  to  be  the  result? 

Ask  the  group  to  give  examples  of  the  influence  of  this 
principle  in  the  relations  between  nations. 

How  do  these  principles  compare  with  the  ideals  which 
our  Lord  taught  us?  See  the  first  question  of  this  session. 

How  long  have  we  known  these  principles?  Ever  since 
our  Lord  came  to  this  earth. 


42 


How  successful  have  they  been  in  promoting  peace  when 
they  have  been  applied? 

Ask  the  group  to  give  examples  of  their  application  in 
international  relations.  For  example,  the  influence  of  the 
return  to  China  of  the  Boxer  Indemnity  in  producing 
good-will. 

Note  the  achievements  of  the  organizations  for  peace  as 
given  in  Session  I under  Question  4. 

“We  Christians  think  that  in  the  application  of  the  principle 
of  Christianity  to  international  relations  lies  the  only  solu- 
tion of  the  problem.  . . . Christian  internationalism  is  not 
easy  to  achieve.  It  may  not  be  possible  always  simply  to  apply 
to  nations  the  precepts  of  Christian  morality  as  they  affect 
individuals.  But  that  should  be  our  endeavor,  and  it  is  the 
duty  of  every  citizen  ...  to  approach  the  consideration 
of  international  problems  with  the  firm  resolve  to  be  guided 
not  by  a narrow  conception  of  national  interests,  but  by  the 
broad  principles  of  mercy  and  pity,  of  truth  and  of  justice.” 
— Lord  Robert  Cecil  in  World  Brotherhood,  p.  192. 

What  prevents  our  applying  these  principles  in  all  of* 
our  international  relations? 

Announce  the  subject  for  the  next  session  and  give  out 
the  questions  for  Session  III. 

Read  Ephesians  4:20-5:1. 

Close  with  prayer. 

O God,  the  protector  of  all  that  trust  in  thee,  without  whom 
nothing  is  strong,  nothing  is  holy;  increase  and  multiply 
upon  us  thy  mercy;  that,  thou  being  our  ruler  and  guide, 
we  may  so  pass  through  things  temporal,  that  we  finally  lose 
not  the  things  eternal.  Grant  this,  0 heavenly  Father,  for 
Jesus  Christ’s  sake,  our  Lord.  Amen. 

— Book  of  Common  Prayer. 


43 


SESSION  III. 

THE  CONCRETE  TASKS  THAT  WILL  END  WAR. 


Subject:  The  Concrete  Tasks  that  will  end  War. 
Problem:  What  Concrete  Tasks  Must  be  Undertaken  to 
end  War? 

Bible  Reading:  St.  Matthew  5:9. 

Main  Questions  for  Discussion 

I.  What  are  the  chief  causes  of  friction  between  nations 

in  the  world  today? 

II.  What  solution  can  you  suggest  for  each  of  these  ques- 

tions? 

III.  What  would  these  solutions  mean  for  the  nations  of 

the  world? 

IV.  Where  should  the  needed  leaders  for  such  movements 

be  found? 


Outline  of  Discussion. 

Open  the  session  with  prayer. 

0 Master  of  the  hearts  of  men,  make  us  to  be  ill-content 
with  any  peace  save  that  of  our  Saviour  who  won  his  peace, 
after  he  had  made  the  world’s  ills  his  own.  Hold  us  back, 
when,  in  our  vulgar  pride,  we  would  go  apart  from  the  path 
and  life  of  the  lowly.  As  our  Saviour  made  the  Carpenter’s 
shop  his  school  and  from  it  passed  to  the  perfection  of  Cal- 
vary, so  may  we  keep  ourselves  close  to  the  lives  of  the 
great  body  of  men,  and  pass  through  things  common  unto 
the  things  eternal;  through  Jesus  Christ  our  Lord.  Amen. 

— H.  S.  Nash. 

Review  the  second  session. 

Ask  what  concrete  situations  are  preventing  Christian 
nations  from  carrying  out  our  Lord’s  ideals. 


44 


I.  What  Are  the  Chief  Causes  of  Friction  Between 
Nations  in  the  World  Today? 

Use  a wall  map  of  the  world. 

Lead  the  members  of  the  group  to  tell  of  the  situations 
in  the  world  which  are  creating  a spirit  of  war.  List  these 
on  the  blackboard,  and  discuss  each  one  until  it  is  perfectly 
clear  to  every  member  of  the  group  how  each  situation 
contains  a threat  of  war. 

Among  the  most  conspicuous  are  the  following,  which 
are  listed  here  to  help  the  leader.  The  discussion,  how- 
ever, should  not  be  limited  to  this  list. 

1.  The  Question  of  Less-Powerful  Nations,  such  as 
Mexico. 

Ask  the  group  to  tell  what  causes  of  friction  exist  be- 
tween the  United  States  and  Mexico. 

Discuss  the  influence  of  the  Mexican  War  when  the 
United  States  annexed  large  portions  of  Mexican  territory. 

Discuss  the  influence,  on  our  relations  with  Mexico,  of 
the  oil  interests  of  investox-s  from  the  United  States. 

Discuss  the  influence  of  the  differences  in  temperament 
of  the  two  peoples  due  to  differences  in  racial  characteristics 
and  educational  background. 

What  is  the  attitude  of  the  average  American  toward 
Mexico  ? 

Where  does  an  attitude  of  condescension  backed  by  a 
sense  of  superiority  lead? 

What  does  this  attitude  of  Americans  inspire  in  the 
Mexicans? 

How  do  they  feel  toward  us? 

Discuss  the  possibilities  of  war  in  this  situation;  two 
nations  living  as  near  neighbors,  the  one  more  powerful 
filled  with  arrogance  and  disdain,  the  other  weaker  and 
filled  with  fear,  distrust  and  resentment. 


45 


2.  The  Immigration  Question. 

Discuss  this  in  connection  with  the  following  questions: 

(a)  Labor  unrest. 

Discuss  with  the  group  the  possibilities  of  creating  ill- 
will  among  nations  by  our  method  of  receiving  immigrants 
to  this  country. 

What  feeling  has  been  engendered  among  the  foreign- 
born  industrial  workers  in  this  country  by  our  neglect  and 
exploitation  of  them?  One  of  the  greatest  problems  of 
the  day  is  that  of  labor  unrest. 

How  has  the  feeling  of  unrest  among  labor  spread  to 
other  countries?  Discuss  the  attempts  of  the  industrial 
workers  all  over  the  world  to  join  hands  in  securing  better 
conditions  for  the  workers  of  the  world. 

“Labor  leaders  in  Calcutta  are  dreaming  exactly  the  same 
dreams  as  labor  leaders  in  Manchester;  social  revolutionists 
in  Tokyo  are  preaching  the  same  doctrines  as  the  revolu- 
tionists in  Rome;  organizers  of  the  cotton  spinners  of  Shang- 
hai are  using  the  same  arguments  as  organizers  among  the 
cotton  workers  of  Fall  River.  The  labor  unrest  is  world- 
wide unrest.” — Frazier  Hunt,  The  Rising  Temper  of  the  East. 

What  influence  has  “Bolshevism”  on  the  peace  of  the 
world? 

What  influence  has  the  Fascist!  movement? 

(b)  Japan. 

What  effect  has  the  recent  immigration  law  had  on  the 
relations  between  the  United  States  and  Japan? 

What  had  our  relations  been  before  the  passage  of  this 
bill? 

Recall  to  the  group  that  the  immigration  of  Japanese 
laborers  was  restricted  by  the  Gentlemen’s  Agreement 
signed  in  1908  which  was  rigidly  adhered  to  by  Japan. 
The  relations  between  the  United  States  and  Japan  had 
been  most  cordial  and  friendly. 


46 


During  sixteen  years  (1908-1923)  the  net  increase 
through  immigration  into  continental  United  States  of 
foreign-born  Japanese  was  only  8,681.  In  seven  of  those 
years  more  Japanese  left  America  than  entered. 

Recall  the  help  sent  by  the  United  States  to  Japanese 
earthquake  sufferers. 

How  has  the  feeling  between  the  two  countries  been 
changed? 

What  feeling  among  the  United  States  senators  inspired 
the  passage  of  the  restriction  clause  in  regard  to  Oriental 
nations? 

What  in  the  Immigration  Bill  do  the  Japanese  resent? 

Speaking  for  them,  William  Axling  says: 

“Japan  recognizes  that  the  question  of  immigration  is  en- 
tirely a domestic  problem  for  the  United  States.  She  readily 
acknowledges  that  America  has  the  right  to  pass  any  kind  of 
legislation  which  she  may  deem  necessary,  covering  this  field. 

“The  granting  to  Japan  of  a two  per  cent,  quota,  placing  her 
on  a par  with  other  nations,  would  have  satisfied  55,000,000 
Japanese.  This  would  have  meant  practical  exclusion,  since 
only  146  immigrants  could  have  entered  each  year  under  this 
limit.  It  is  the  sting  and  the  shame  of  being  discriminated 
against  on  racial  grounds  that  has  cut  a slashing  wound  down 
deep  into  the  heart  of  this  sensitive,  forward-looking  people. 

“Japan  feels  that  this  exclusion  measure,  based  on  racial 
discrimination,  challenges  her  civilization.  It  challenges  the 
splendid  progress  which  she  has  made  during  the  past  seventy 
years.  It  challenges  her  place  as  a world  power.  It  chal- 
lenges the  inherent  worth  of  her  people,  brands  them  before 
the  world  as  a race  of  undesirables,  and  stigmatizes  them  as 
unworthy  to  stand  side  by  side  with  the  peoples  of  the  West. 
The  Japanese  people  feel  that,  in  this  sort  of  a solution  of  a 
wholly  domestic  problem,  America  has  undermined  their  na- 
tion’s prestige  both  in  the  Orient  and  in  the  international 
arena. 

“There  has  been  a close  succession  of  Japan-wounding  acts 


47 


on  this  side  of  the  Pacific,  which  has  been  acid  tests  of  that 
nation’s  friendship  for  America.  The  first  was  the  decision 
of  the  Supreme  Court  declaring  the  Japanese  people  in- 
eligible to  American  citizenship  (November,  1922).  The 
second  was  the  pronouncement  by  this  same  body  declaring 
the  Anti-Alien  Land  Laws  of  the  Pacific  Coast  States  consti- 
tutional (November,  1923).  Through  this  latter  decision 
thousands  of  Japanese  residents  on  the  Pacific  Coast  suffered 
serious  hardships,  and  many  were  compelled  either  to  return 
to  Japan  or  to  seek  a new  location  in  the  United  States. 
Probably  as  many  as  50,000  out  of  the  111,000  Japanese  liv- 
ing in  the  United  States  were  directly  or  indirectly  affected 
by  this  Supreme  Court  decision. 

“Then  came  the  Exclusion  Law  (June,  1924),  as  a climactic 
crucifixion  of  Japan’s  national  pride  and  susceptibility. 

“The  disillusionment  and  disappointment  have  been  accu- 
mulative. Many  a thoughtful  Japanese  has  been  driven  to 
wonder  if  there  is  a conspiracy  in  America  to  crush  Japan 
while  she  is  down  and  to  enforce  America’s  will  upon  her 
before  she  can  recover  from  the  earthquake’s  knockout  blow.” 
— William  Axling,  Japan  Wonders  Why? 

Discuss  the  possibilities  of  war  in  such  a situation.  See 
the  quotations  from  Elihu  Root  on  the  causes  of  war. 
Session  I.  Question  1. 

What  is  likely  to  develop  in  a situation  in  which  there 
is  arrogance  and  hasty  action  on  one  side  and  the  resent- 
ment of  a clever,  highly  educated,  powerful  and  sensitive 
nation  on  the  other? 

How  large  a factor  was  the  race  problem  in  creating  this 
situation  between  the  United  States  and  Japan? 

Discuss  this  as  one  of  the  chief  causes  of  friction  be- 
tween nations. 

3.  The  Race  Problem. 

(a)  Continue  the  discussion  of  the  strained  relations 
between  Japan  and  the  United  States  on  the  basis  of  this 
question. 


48 


What  are  the  Japanese  seeking?  Note  the  search  for 
raw  materials  for  the  establishment  of  industry;  the  search 
for  a place  for  surplus  population;  the  search  for  wealth. 

Compare  the  ambitions  of  the  white  race  along  these 
lines  with  the  ambitions  of  other  races. 

Compare  the  development  of  England  with  that  of 
Japan. 

On  what  does  England’s  safety  depend?  On  what 
Japan’s?  Note  the  necessity  of  a powerful  navy  for  the 
defense  of  any  island  empire  in  the  present  state  of  inter- 
national affairs. 

On  what  does  England  depend  for  her  food  supply? 
On  what,  Japan? 

Only  12  per  cent,  of  Japan’s  area  can  be  cultivated. 
Note  that  Japan  proper  is  about  the  size  of  the  State  of 
California  and  has  a population  of  55,000,000. 

On  what  does  England  depend  for  her  industrial  wealth? 
On  what,  Japan? 

What  is  the  most  natural  consequence  of  the  white  man’s 
refusal  to  allow  Japan  the  place  in  the  world  which  she 
seeks  ? 

How  long  is  Japan  likely  to  submit  to  the  dictation  of 
the  white  man? 

What  is  the  outlook  for  the  future? 

(b)  Discuss  the  question  of  race  relations  in  connection 
with  China. 

In  what  ways  is  China  a menace  to  world  peace  today? 

Discuss  the  possibilities  of  a disorganized  government 
for  creating  war. 

What  situation  has  it  created  within  China? 

How  many  other  nations  are  interested  in  the  conflict? 

What  situation  may  develop  at  any  time  among  the 
nations  interested  in  China? 


49 


Why  does  the  average  citizen  of  the  United  States  feel 
more  kindly  toward  China  than  toward  Japan? 

Compare  the  competition  with  other  nations  carried  on 
by  China  and  by  Japan. 

Why  are  the  Chinese  engaging  in  practically  no  com- 
petition in  the  markets  of  the  world  at  the  present  time? 
Note  the  fact  that  China  is  just  going  through  a transition 
stage  from  one  type  of  civilization  to  another,  that  she  has 
no  strong  central  government,  and  therefore  she  cannot 
express  herself  as  a national  unit  as  Japan  can. 

Will  the  white  race  feel  differently  about  the  Chinese 
when  the  latter  begin  to  demand  an  equal  place  in  inter- 
national affairs,  and  are  in  a position  to  enforce  their 
demands? 

Note  the  size  of  China,  its  huge  population,  its  enormous 
natural  resources,  and  the  high  grade  of  intelligence  of 
its  people. 

Note  the  influence  of  the  problem  of  wage  competition 
in  the  cases  both  of  China  and  Japan.  Consider  the 
abundance  of  raw  materials  in  countries  inhabited  by 
Oriental  peoples;  the  unlimited  supply  of  cheap  labor. 

What  are  the  possibilities  of  future  conflict? 

“We  have  here,  then,  in  a congested  Asia  alive  with  new 
ambitions  and  powers,  and  in  an  America  and  Australasia 
semi-populated  with  white  folk  belonging  to  an  alien  civiliza- 
tion, the  raw  material  of  a catastrophic  race  emigration  of 
unexampled  magnitude  and  menace  to  the  peace  of  the  world. 

“We  see,  on  one  side,  Japan,  China  and  India  in  the  situa- 
tion of  countries  that  must — and  in  fact  do — automatically 
overflow  their  boundaries.  We  see,  on  the  other  side,  the 
white  man’s  lands  half  empty.  What  can  stop  the  swamping 
of  the  minority  of  whites  by  the  tidal-waves  of  Asia’s  mil- 
lions?”— Basil  Matthews,  The  Clash  of  Color. 


50 


Discuss  the  race  problem  as  a cause  of  friction  in  con- 
nection  with 

4.  The  Negro. 

How  does  this  problem  present  a menace  to  our  national 
peace? 

What  are  the  possibilities  for  the  future? 

How  far  is  the  Negro  problem  one  of  world-wide  import? 

Consider  the  dependence  of  the  world  on  the  products 
of  Africa — rubber,  cotton,  cocoa,  nut  oils,  coffee,  timber, 
gold,  ivory,  etc. 

Consider  the  growing  racial  self-consciousness  of  the 
Negro. 

What  are  the  contributing  causes  of  this  new  racial  self- 
consciousness  ? 

Note  the  exploitation  of  Africa  by  the  white  man,  re- 
sulting in  loss  of  land,  refusal  of  a share  in  the  govern- 
ment to  the  native  African,  and  the  refusal  by  white  labor 
of  the  African’s  right  to  do  skilled  work,  while  the  white 
man  calls  on  his  help  in  time  of  war. 

What  are  the  possibilities  for  the  future? 

“Here — as  everywhere — it  is  fear  and  insecurity  and  a sense 
of  injustice  that  are  the  parents  of  unrest  and  race  hatred. 

“Out  of  the  shock  and  jostling  of  the  new  contacts  in  the 
world  of  labor  an  intense  antagonism  between  the  white  races 
and  the  African  peoples  is  flaming  up  in  some  parts  of  Africa. 

“It  is  their  sense  of  injustice  . . . that  has  brought  about 
the  growth  in  the  black  peoples — for  the  first  time  in  all 
their  history — of  a sense  of  their  own  oneness  as  a race. 
Divided  by  even  thousands  of  miles  of  land — and  in  the 
case  of  the  American  Negro  by  three  thousand  miles  of  water 
— they  have  never  had  a consciousness  of  common  racial  life 
till  today.  But  now  they  have  it.  In  remote  arteries  of  the 
Negro  world,  through  the  African  and  the  American  Negroes’ 
life  the  pulse  of  race  consciousness  tingles.”— Basil  Matthews, 
The  Clash  of  Color. 


51 


5.  India. 

Note  that  the  argument  for  the  discussion  of  the  question 
of  India  as  a cause  of  international  friction  is  concerned 
with  the  search  for  raw  materials  and  the  growing  racial 
self -consciousness. 

While  the  danger  points  given  above  include  the  most 
conspicuous  possible  causes  of  friction  between  nations 
today,  the  leader  should  be  willing  to  discuss  with  the 
group  any  other  cause  of  international  friction  which  the 
members  may  mention. 

At  the  end  of  the  discussion  of  this  question,  the  leader 
should  sum  up  the  chief  causes  of  international  friction 
from  the  blackboard  list,  and  then  proceed  to  discuss  with 
the  group  possible  solutions. 

Ask  the  question: 

II.  What  Solution  Can  You  Suggest  for  Each  of 
These  Questions? 

The  leader  should  discuss  with  the  group  the  main  causes 
of  international  friction  as  listed  on  the  blackboard  and 
lead  them  to  suggest  solutions. 

1.  The  Mexican  Question. 

Discuss  the  questions: 

What  solution  is  offered  by  the  average  American? 

What  do  you  think  about  settling  unrest  in  Mexico  by 
force? 

How  effectively  can  this  be  done? 

What  elements  in  the  Mexican  question  would  remain 
to  be  settled  after  force  had  been  employed? 

What  would  you  suggest  as  a more  effective  method  than 
the  use  of  force? 

What  do  you  think  of  the  following  suggestions  made  in 


52 


The  Christian  Crusade  for  a Warless  World  by  Sidney  L. 
Gulick? 

“1.  To  help  us  become  acquainted  with  the  better  side  of 
Mexico,  let  Congress  establish,  say,  fifty  annual  scholarships 
for  American  college  graduates  for  a year  of  residence  and 
study  in  Mexico.  Let  these  students  associate  with  the  best 
Mexican  people,  mastering  their  language,  becoming  familiar 
with  their  history,  ideals,  psychology,  etiquette  and  customs. 

“2.  Let  Congress  also  establish,  say,  two  hundred  scholar- 
ships for  worthy  Mexican  youths  for  study  in  the  United 
States.  Arrangements  should  be  made  for  such  students  to 
live  in  our  best  educational  circles. 

“3.  To  help  Mexico  get  upon  her  feet  educationally,  might 
not  the  United  States  appropriate,  say  $5,000,000  annually 
for  ten  years  for  elementary  non-Sectarian  education  in 
Mexico,  with  which  to  erect  school  buildings  and  pay  salaries 
for  school  teachers?  This  should,  of  course,  be  done  in 
friendly  conference  and  co-operation  with  the  Government 
of  Mexico. 

“4.  What  Mexico  supremely  needs  is  the  multiplication  of 
Mexican  citizens  trained  for  leadership.'  For  this  a large  in- 
crease of  high-class  secondary  and  normal  schools,  supple- 
mented by  a well-equipped  University  are  essential.  These 
might  well  be  supplied  by  Christians  in  America  and  provide 
education  distinctly  Christian  in  spirit.  The  Missionary 
Boards  carrying  on  work  in  Mexico  should  be  loyally  sup- 
ported by  all  who  desire  permanent,  friendly  relations  be- 
tween America  and  that  land. 

“5.  In  American  educational  institutions,  moreover,  a large 
program  of  instruction  should  be  provided  in  the  history  of 
Mexico  and  of  all  Latin-American  countries.  They  should 
study  international  relations  from  the  view-point  of  those 
other  nations.  If  we  can  teach  our  people  pretty  generally 
to  look  at  our  history  with  impartial  eyes,  we  shall  come  to 
have  more  sympathy  with  other  nations  and  a truer  capacity 
for  dealing  justly  by  them.” 

What  would  be  the  effect  on  the  Mexican  problem  if 
such  a policy  were  continued  for  twenty  years? 


53 


How  would  Mexico  itself  be  affected? 

How  would  relations  between  the  United  States  and 
Mexico  be  affected? 

What  would  be  the  effect  of  such  a policy  on  our  rela- 
tions with  other  nations? 

What  will  really  solve  the  Mexican  problem? 

Compare  these  suggestions  with  the  ideals  discussed  in 
Session  II,  Questions  1 and  4. 

2.  The  Immigration  Question. 

(a)  Labor  unrest. 

Ask  the  question: 

What  solution  can  you  offer  for  labor  unrest? 

Discuss  with  the  group  the  application  of  the  ideals  dis- 
cussed in  Session  II. 

What  solutions  have  been  tried? 

How  far  have  higher  wages  solved  the  problem? 

How  far  have  better  working  conditions  solved  the  prob- 
lem? 

How  far  has  organized  labor  solved  the  problem? 

How  far  have  strikes  solved  it? 

What  has  been  found  to  be  the  best  remedy? 

Ask  the  group  to  give  examples  of  the  success  of  co- 
operation between  management  and  labor. 

On  what  principles  are  these  movements  based? 

Compare  them  with  the  ideals  discussed  in  Session  II. 

(b)  Japan. 

What  is  the  solution  for  the  present  difficulties  between 
the  United  States  and  Japan? 

On  what  principle  was  the  Gentlemen’s  Agreement 
based? 

How  successful  was  it  in  restricting  Japanese  immigra- 
tion? (See  discussion  under  Question  1 of  this  Session.) 


54 


What  does  this  show  us  in  regard  to  the  solution  of  the 
question  of  Japanese  immigration? 

Which  method  is  likely  to  be  more  effective  in  prevent- 
ing war? 

Compare  this  method  with  the  ideals  discussed  in  Ses- 
sion II. 

3.  The  Race  Problem. 

What  solution  can  the  members  of  the  group  offer  for 
this  cause  of  friction? 

How  far  is  the  extermination  of  opposing  races  a possi- 
ble solution? 

What  would  this  solution  mean  for  the  world?  Consider 
the  years  of  struggle  and  bloodshed. 

How  far  is  racial  segregation  a possible  solution? 

“No  isolation  of  races  is  possible.  They  are  mingled  now 
beyond  all  possibility  of  separation.” — Robert  E.  Speer,  Of 
One  Blood. 

How  far  is  the  subjection  of  all  other  races  by  the  white 
man  a possible  solution? 

“The  race  problem  is  not  to  be  solved  by  the  subjection  of 
race  to  race.  Economic  subjection  may  be  attempted  when 
it  is  seen  that  political  subjection  is  impossible,  but  this  too 
will  fail  as  a solvent  of  race  friction  and  prejudice.  Sooner 
or  later  it  will  aggravate  it.  The  true  solution  must  still 
be  sought.” — Robert  E.  Speer,  Of  One  Blood. 

How  far  is  the  application  of  the  ideals  of  Jesus  a solu- 
tion? Review  these  ideals  from  the  discussion  of  Ses- 
sion II. 

In  Of  One  Blood,  Robert  E.  Speer  applies  these  princi- 
ples to  the  race  problem  thus : 


55 


Christianity  is  the  solution  of  the  race  problem  because 
of : 

“1.  Its  ideal  of  equality.  Christianity  affirms  human  equality 
in  the  sense  in  which  equality  is  true.  The  races  are  not  equal 
in  their  capacities  or  achievements  of  progress.  But  in  the 
true  sense  Christianity  affirms  that  all  men  and  all  races  are 
equal.  They  have  equal  rights  to  justice  and  to  life,  to  happi- 
ness and  to  work,  to  self-development  and  to  liberty.  And 
each  race  has  its  right  to  self-fulfillment  according  to  its 
highest  possibilities. 

“2.  Its  ideal  of  service  and  love.  It  (Brotherhood)  is  to  be 
found  only  where  men  look  upon  other  men  with  a brother’s 
love.  An  idea  and  power  of  such  a love  is  historically  and 
peculiarly  Christian.  And  the  great  interracial  services  of  the 
world  are  still  traceable  to  a Christian  source. 

“3.  Its  ideal  of  unity.  In  the  New  Testament  conception 
humanity  is  a body  of  which  Christ  is  the  Saviour  and  Head. 
The  races  are  members  of  an  organism  living  one  common 
life,  sharing  alike  the  honor  and  health  of  the  whole  body  of 
which  each  is  a part.  There  is  unity  of  body,  variety  of  func- 
tion, identity  of  interest,  equality  of  life  and  joy. 

“Here  is  the  solution  of  the  race  problem.  If  looking  out 
over  humanity,  torn  with  race  feuds  and  embittered  with  race 
hatreds,  we  ask  with  Paul,  ‘Who  can  deliver  us  from  the  body 
of  this  death?’  the  answer  is  simple  and  clear,  ‘Christ  is  the 
Saviour  of  this  body.’” 

Note  that  in  each  case,  the  principles  of  our  Lord  offer 
the  only  permanent  solution. 

Ask  the  question: 

III.  What  Would  These  Solutions  Mean  for  the 
Nations  of  the  World? 

Review  the  causes  of  war  as  given  in  Session  I,  Ques- 
tion 1. 

Review  the  discussion  of  the  application  of  the  ideals  of 
Jesus  in  Session  II,  Question  4. 


56 


Discuss  the  change  that  would  have  to  be  made  by  na- 
tions in  order  that  the  permanent  solution  may  be  applied 
to  the  causes  of  war  now  existing. 

It  will  be  easily  seen  that  nations  must  change  their 
mode  of  thinking  if  war  is  to  he  ended.  They  must  aban- 
don selfish  interests  and  work  for  the  good  of  the  whole. 

“Universal  peace  can  be  secured  in  only  one  way — by  raising 
the  mind  of  civilization,  through  the  emotion  of  the  ideal 
conveyed  to  the  rising  generation  by  the  collective  inheritance, 
to  a plane  where  the  barbarism  of  war  would  be  so  abhorrent 
to  it  that  the  degradation  of  engaging  in  it  would  take  away 
from  a people  that  principal  motive  of  self-respect  which 
makes  life  worth  living.” — International  Problems  and  the 
Christian  IP  ay  of  Life. 

Who  is  to  bring  the  nations  to  this  frame  of  mind? 

IV.  Where  Should  the  Needed  Leaders  for  Such 
Movements  Be  Found? 

What  type  of  men  in  the  nation  should  know  the  real 
solution  of  the  problems  of  the  world? 

What  would  be  their  message? 

“Has  the  Christian  Church  today  no  great  message  to  pro- 
claim to  all  the  nations,  which  will  preserve  all  that  is  really 
noble  in  patriotism  and  in  sacrifice  for  the  fatherland?  Is  it 
not  rather  an  essential  if  half-forgotten  part  of  her  message 
that  there  is  a world-wide  Kingdom  of  God,  too  great  and  rich 
for  any  one  nation  to  express  in  its  completeness,  but  needing 
them  all,  with  all  their  racial  differences  and  historic  individ- 
ualities for  its  attainment,  a real  and  not  simply  an  ideal 
commonwealth  of  all  mankind,  slowly  working  out  its  vast 
destinies,  not  in  a tame  cosmopolitanism,  but  in  a true  inter- 
national life,  rich  in  its  very  antagonisms  because  held  to- 
gether in  a deeper  unity  in  God?” — D.  S.  Cairns,  An  Answer 
to  Bemhardi,  pp.  15,  16. 


57 


Announce  the  subject  for  the  next  session  and  give  out 
the  questions  for  Session  IV. 

Read  St.  Matthew  5:9. 

Close  with  prayer. 

0 God,  the  Father  of  our  Lord  Jesus  Christ,  our  only 
Saviour,  the  Prince  of  Peace;  Give  us  grace  seriously  to  lay 
to  heart  the  great  dangers  we  are  in  by  our  unhappy  divisions. 
Take  away  all  hatred  and  prejudice,  and  whatsoever  else  may 
hinder  us  from  godly  union  and  concord:  that  as  there  is  but 
one  Body  and  one  Spirit,  and  one  hope  of  our  calling,  one 
Lord,  one  Faith,  one  Baptism,  one  God  and  Father  of  us  all, 
so  we  may  be  all  of  one  heart  and  of  one  soul,  united  in  one 
holy  bond  of  truth  and  peace,  of  faith  and  charity,  and  may 
with  one  mind  and  one  mouth  glorify  thee;  through  Jesus 
Christ  our  Lord.  Amen. 


58 


SESSION  IV. 


THE  DUTY  OF  CHRISTIANS  TOWARD  THE  CESSA- 
TION OF  WAR. 

Subject:  The  Duty  of  Christians  toward  the  Cessation  of 
War. 

Problem:  What  is  the  Responsibility  of  Christians  for 
the  Promotion  of  Methods  toward  Peace? 

Bible  Reading:  St.  John  14:27. 

Main  Questions  for  Discussion. 

I.  What  specific  things  can  we  do  to  end  war? 

II.  To  what  groups  of  people  shall  we  appeal? 

III.  What  shall  we  ask  these  groups  to  do? 

IV.  What  is  the  promise  of  success? 

Outline  of  Discussion. 

Open  the  session  with  prayer. 

Almighty  God,  if  we  have  faltered  because  we  are  afraid, 
and  if  we  are  afraid  because  we  dare  not  face  the  difficult 
tasks  to  which  thou  art  calling  us,  grant  us  serene  confidence 
and  quiet  courage  and  indomitable  perseverance,  that  we  may 
face  discouragement  and  failure  and  even  humiliating  defeat 
in  our  endeavor  to  consecrate  our  bodies,  minds,  and  souls  for 
the  advancement  of  thy  Kingdom.  We  pray  in  the  name  of 
him  who  failed  on  Calvary,  and  by  his  failure  opened  unto  us 
the  gate  of  everlasting  life;  through  Jesus  Christ  our  Lord. 
Amen.  — Ralph  M.  Harper. 

Review  the  third  session. 

Ask  what  is  the  magnitude  of  the  task  that  confronts 

anyone  who  really  desires  that  war  shall  end? 


59 


I.  What  Specific  Things  Can  We  Do  to  End  War? 

Lead  the  members  of  the  group  to  face  very  practically 
what  they  can  do  as  individuals  to  end  war,  and  list  their 
answers  on  the  blackboard. 

In  order  to  insure  definiteness  and  clearness  the  leader 
may,  if  he  wishes,  group  the  answers  that  are  given  under 
certain  headings  such  as  the  following. 

Members  of  this  group  in  order  to  help  to  end  war  must: 

1.  Understand  About  Peace. 

Discuss  what  an  individual  must  understand  in  order  to 
do  his  share  in  the  prevention  of  war. 

Review  with  the  group  the  sessions  of  the  course. 
Among  other  things  he  should  understand: 

(a)  What  the  results  of  war  are.  See  Session  I. 

(b)  What  the  next  war  will  mean  for  the  world.  See 
Session  I. 

(c)  What  movements  are  being  organized  in  the  world 
to  promote  peace,  and  what  they  are  accomplishing.  See 
Session  I. 

(d)  What  are  the  danger  points  in  the  world  today 
which  may  possibly  mean  another  war?  See  Session  III. 

(e)  What  are  the  aspirations  and  struggles  of  other  na- 
tions and  races? 

“The  first  thing  and  the  indispensable  thing  to  enable  the 
people  to  control  those  large  issues  of  foreign  affairs  which 
they  are  entitled  to  determine  is  that  they  should,  obtaining 
more  knowledge,  give  a more  continuously  active  attention  to 
the  affairs  of  the  outer  world.” — James  Bryce,  International 
Relations,  p.  188. 

Discuss  with  the  group  how  such  an  understanding  may 
be  obtained  by  the  average  busy  individual. 


60 


Some  practical  methods  which  might  be  included  in 
their  answers  are: 

(a)  To  read  the  newspapers  carefully  and  intelligently. 

How  many  form  their  opinions  on  world  politics  by 
reading  the  large  headlines  only? 

How  accurate  an  understanding  is  secured  by  such  a 
method? 

How  many  in  the  group  have  discovered  that  sometimes 
the  text  in  a newspaper  article  gives  quite  a different  im- 
pression from  the  headlines? 

(b)  To  read  carefully  at  least  one  good  weekly  or 
monthly  magazine  which  publishes  current  news  of  the 
world. 

(c)  To  attend  meetings  at  which  men  and  women  of 
recognized  authority  speak  on  subjects  relating  to  inter- 
national affairs. 

(d)  To  use  the  radio  to  hear  speakers  who  are  authori- 
ties on  international  matters. 

(e)  To  keep  the  mind  open  for  all  information  from 
whatever  source  it  may  come  even  though  the  speaker 
or  writer  may  represent  a different  political  view. 

2.  Believe  in  Peace. 

Discuss  with  the  group  what  an  individual  must  believe 
in  order  to  do  his  share  in  the  prevention  of  war. 

Some  suggestions  are  listed  here  for  the  help  of  the 
leader  although  the  discussion  should  not  be  limited  to 
this  list. 

(a)  That  there  are  certain  ideals  which  if  put  into 
operation  would  end  war.  See  Session  II. 

(b)  That  no  nation  should  make  fear  and  distrust  the 


61 


basis  for  the  framing  and  passage  of  legislation  involving 
other  nations. 

(c)  That  war  is  absolutely  futile  as  a method  of  settling 
any  dispute. 

What  was  settled  by  the  World  War? 

In  the  case  of  a possible  war  with  Mexico  or  Japan,  how 
much  of  the  Mexican  or  Japanese  questions  will  be  settled 
after  the  war  has  been  won? 

(d)  That  there  are  other  more  effective  ways  of  settling 
disputes  than  by  war.  See  Session  II  for  the  way  disputes 
are  settled  in  the  family  and  in  the  community.  See  Ses- 
sion I for  a list  of  the  accomplishments  claimed  by  various 
organizations  for  peace. 

(e)  That  other  nations  and  races  have  their  contribu- 
tions to  make  to  any  world  order  and  that  ours  is  not  “the 
only  way  of  light.” 

3.  Talk  About  Peace. 

Discuss  with  the  group  the  power  of  public  opinion. 

What  force  in  a nation  plunges  a country  into  war?  See 
quotation  on  causes  of  war  from  Elihu  Root,  Session  I, 
Question  1. 

What  is  the  average  man  saying  now  about  our  relations 
with  Japan? 

What  is  the  possible  result  of  talk  about  war? 

What  is  the  possible  result  of  talking  peace  instead  of 
war? 

What  is  the  responsibility  for  the  Christian  to  talk 
peace? 

What  did  our  Lord  teach  about  settling  disputes?  See 
Session  II,  Question  1. 


62 


4.  Work  for  Peace. 

Discuss  the  kinds  of  work  that  can  be  done  for  peace 
by  the  average  individual;  among  them  the  following  are 
suggested  to  help  the  leader: 

(a)  Join  organizations  working  for  peace.  See  Session  I 
for  reference  to  a list  of  such  organizations. 

There  may  be  in  the  community  in  which  the  group  is 
held  organizations  for  peace  which  the  members  of  the 
group  might  join. 

Ask  how  many  members  of  the  group  belong  to  such 
organizations? 

Discuss  the  power  of  organized  thought. 

(b)  Throw  individual  influence  against  any  force  mak- 
ing for  war. 

Every  individual  can  influence  a certain  number  of 
people  if  he  has  the  patience. 

(c)  Vote  for  representatives  in  our  local,  state  or  na- 
tional government  who  are  working  for  peace. 

(d)  Volunteer  as  a missionary  to  teach  the  ideals  of 
peace  and  to  work  for  a better  understanding  between 
peoples  of  alien  races. 

“I  have  come  to  believe  that  Americas  greatest  contribution 
to  China,  greater  even  than  America’s  political  friendship,  is 
the  work  of  the  American  Christian  missionaries  in  China. 
This  statement  may  indicate  the  importance  I attach  to  the 
need  of  moral  regeneration  which  must  precede  any  great 
political  and  industrial  improvement.  In  all  China  there  is 
not  a single  organization,  on  a scale  of  importance,  that  aims 
at  moral  improvement,  or  that  is  calculated  to  bring  it  about, 
that  is  not  traceable  in  its  origin  to  the  Christian  missions. 
I have  inquired  among  all  kinds  of  people  from  all  parts  of 
China  for  such  an  activity  of  non-Christian  origin,  without 
finding  one.”- — Frederick  W.  Stevens. 


63 


5.  Pray  for  Peace. 

Discuss  the  power  of  prayer. 

How  many  in  the  group  say  the  Lord’s  Prayer  every  day? 

What  are  the  peace  implications  of  this  prayer? 

Suppose  that  one  could  not  say  more  than  “Thy  King- 
dom come”  but  said  that  with  an  understanding  and  a 
faith  which  was  expressed  daily  in  action,  would  that  be 
praying  for  peace? 

Discuss  the  possibility  of  each  individual  making  the 
subject  of  the  peace  of  the  world  a special  topic  for  prayer 
at  some  definite  time  of  every  day. 

Suggest  the  possibility  of  each  individual  making  the 
peace  of  the  world  a special  subject  for  prayer  at  a cele- 
bration of  the  Holy  Communion. 

6.  Give  for  Peace. 

Discuss  with  the  group  what  they  gave  for  war  during 
the  past  few  years  in  gifts  and  in  taxes.  See  Session  I for 
the  cost  of  the  World  War. 

If  Americans  will  spend  all  that  for  war,  what  should 
they  be  willing  to  spend  for  peace? 

Discuss  ways  in  which  money  may  be  given  to  promote 
peace. 

The  following  are  suggested  for  the  help  of  the  leader. 

(a)  Give  contributions  to  organizations  which  are  pro- 
moting peace.  For  list  see  Session  I. 

(b)  Support  foreign  missions. 

What  relation  have  foreign  missions  to  peace? 

“The  day  when  force  shall  cease  to  be  the  vehicle  for  the 
dissemination  of  our  civilization  is  fast  dawning.  Lord  Read- 
ing in  India  is  learning— just  as  the  Allied  Powers  have  learned 
in  Russia — that  ideas  cannot  be  checked  by  bayonets  nor 
projected  by  bullets.  They  can  only  be  successfully  and  last- 


64 


ingly  combated  by  better  ideas,  sired  by  sympathetic  under- 
standing and  a real  desire  to  help  in  the  long  climb  upward. 

“And  this  is  where  the  missionary  comes  in — the  new  model 
missionary,  with  his  native  student  protegees. 

“Not  long  ago  one  of  the  finest  members  of  the  diplomatic 
corps  in  Pekin  said  in  an  address:  ‘The  American  missionary 
worker  and  teacher  and  doctor  have  done  more  to  gain  the 
friendship  and  respect  and  good-will  of  the  East  for  America 
than  all  the  business  men,  consular  and  diplomatic  agents  who 
have  ever  sojourned  here,  put  together.’  And  he  was  a diplo- 
matic agent  himself.” — Frazier  Hunt,  The  Rising  Temper  of 
the  East. 

Suppose  that  all  nations  were  joined  in  the  pursuit  of 
the  Kingdom  of  God,  what  would  happen  to  war? 

How  would  it  help  to  promote  peace  if  Christians  in 
various  countries  now  separated  by  race  could  join  in  the 
pursuit  of  peace  according  to  the  ideals  of  Jesus? 

Discuss  the  possibilities  of  a group,  such  as  this,  in  the 
promotion  of  peace. 

How  may  the  scope  of  its  influence  be  extended? 

II.  To  What  Groups  of  People  Shall  We  Appeal? 

If  peace  is  to  be  brought  about,  what  groups  in  the 
nation  must  be  reached? 

The  leader  should  list  on  the  blackboard  answers  which 
the  members  of  the  group  may  give. 

The  following  suggestions  are  given  to  help  the  leader, 
but  the  discussion  should  not  be  limited  to  these. 

1.  Youth. 

What  is  the  importance  of  reaching  the  youth  of  our 
nation  with  the  ideals  of  peace? 

Note  the  importance  of  the  International  Youth  Move- 
ment and  its  emphasis  on  peace. 


65 


2.  Students. 

Wliat  special  contribution  have  students  to  make  to- 
ward the  promotion  of  peace? 

Note  that  the  students  of  today  are  in  training  for 
leadership. 

3.  Teachers. 

What  is  the  importance  of  reaching  teachers  with  the 
ideals  of  peace? 

What  influence  have  they  on  national  ideals? 

4.  Mothers  and  Fathers. 

What  is  the  importance  of  reaching  parents? 

Why  should  children  be  taught  peace? 

What  influence  will  such  teaching  have  on  future  inter- 
national relations? 

5.  Business  Men. 

What  relation  have  business  interests  to  war? 

What  is  the  attitude  toward  war  of  the  average  business 
man? 

What  situation  is  this  attitude  causing  in  international 
relations?  See  Session  I,  Question  1,  for  causes  of  war. 

6.  Scientists. 

What  is  the  result  of  the  concentration  of  many  scientists 
on  the  inventions  and  manufacture  of  engines  of  war? 

What  would  the  concentration  of  science  to  the  arts  of 
peace  mean  for  the  civilization  of  the  world? 

Why  must  scientists  be  reached  with  the  ideals  of  peace? 

7.  Statesmen. 

What  is  the  effect  on  international  relations  of  the 
effort  to  promote  the  selfish  interests  of  national  units? 


66 


Why  must  statesmen  be  reached  with  the  ideals  of 
peace? 

8.  Labor. 

How  far  has  the  labor  world  progressed  in  ideals  of 
internationalism  ? 

What  is  still  lacking  in  their  program?  Note  that  Labor 
so  far  is  concerning  itself  chiefly  with  the  problems  of 
labor. 

9.  Artists. 

(a)  The  Drama. 

What  is  the  influence  of  a play  in  creating  feeling? 

How  far  is  feeling  responsible  for  the  war  spirit? 

What  may  be  done  by  the  playwright  for  peace? 

(b)  Literature. 

What  influence  has  a book  or  story  in  forming  public 
opinion? 

What  may  be  done  for  peace  by  the  writer  of  popular 
fiction? 

(c)  Painting. 

How  may  the  artist  or  sculptor  promote  peace? 

(d)  Music. 

What  is  the  effect  of  martial  music? 

What  might  be  the  musician’s  contribution  to  peace? 

10.  Ministers. 

What  influence  for  peace  may  a minister  have  through 
his  sermons? 

How  may  he  supplement  this  work? 

What  is  the  importance  of  reaching  this  group? 

Discuss  with  the  group  the  necessity  for  reaching  people 
of  influence  in  every  sphere. 


67 


III.  What  Shall  We  Ask  These  Groups  to  Do? 

The  leader  should  refer  to  the  blackboard  list  of  answers 
given  under  Question  II  and  discuss  with  them  what  each 
group  might  do  for  peace. 

The  following  suggestions  may  be  helpful  to  the  leader. 

1.  Youth  can  contribute  confidence  in  the  potential 
goodness  of  human  nature  and  therefore  the  power  of  men 
to  end  war. 

2.  Students  can  contribute  leadership  in  thought  and 
activity  toward  peace  rather  than  war. 

3.  Teachers  can  give  a true  understanding  of  history, 
show  what  war  has  done  and  will  always  do,  what  war  has 
not  done  and  can  never  do,  and  train  youth  to  take  its 
part  in  the  organization  of  society  on  the  basis  of  justice 
and  peace. 

“All  progress  in  the  past  consisted  in  carrying  an  area  of 
human  social  relationships  over  from  violence  to  co-operation.” 

— H.  E.  Fosdick. 

4.  Mothers  and  Fathers  can  train  their  children  to  have 
an  international  point  of  view. 

Note  the  importance  of  stories  of  children  of  other  lands 
written  with  understanding  and  sympathy. 

5.  Business  Men  can  extend  the  principles  of  fair  deal- 
ing which  they  have  learned  to  use  in  this  country  to  their 
business  affairs  throughout  the  world. 

6.  Scientists  can  make  known  the  growing  possibilities 
of  destruction  in  a warring  world.  Biologists  can  show  us 
how  war  kills  off  the  choicest  of  our  young  manhood,  leav- 
ing defectives,  criminals,  morons  and  dwarfs  in  prepond- 
erant numbers  to  propagate  the  race.  Sociologists  and 
economists  can  teach  us  how  war  entails  poverty  and 
brings  famine  and  pestilence. 


68 


7.  Statesmen  can  show  us  how  the  world  must  be  or- 
ganized for  justice  and  order.  They  can  tell  us  about 
international  law,  about  courts  of  justice,  about  boards  of 
arbitration  and  conciliation.  “This  is  the  way  to  a warless 
world,  walk  ye  in  it.”  And  their  word  will  be  a great  help. 

8.  Labor  can  make  their  powerful  organizations  organs 
for  bringing  in  wider  co-operation  between  all  classes  and 
peoples. 

9.  Artists  can  use  their  talents  for  the  promotion  of 
peace. 

10.  Ministers  can  so  teach  and  live  the  Gospel  of  the 
Prince  of  Peace  that  they  will  mould  the  opinions  of  the 
people  of  their  communities  in  conformity  with  this 
Gospel. 

How  far  can  any  one  of  these  groups  working  alone  bring 
about  world  peace? 

Note  that  no  one  of  these  single  groups  can  achieve  suc- 
cess alone,  but  that  success  depends  on  the  united  effort 
of  all. 


“There  is  no  path  to  peace  except  as  the  will  of  peoples  may 
open  it.  The  way  to  peace  is  through  agreement,  not  through 
force.  The  question  then  is  not  of  any  ambitious  general 
scheme  to  prevent  war,  but  simply  of  the  constant  effort,  which 
is  the  highest  task  of  statesmanship  in  relation  to  every  pos- 
sible cause  of  strife,  to  diminish  among  peoples  the  disposition 
to  resort  to  force  and  to  find  a just  and  reasonable  basis  for 
accord.” — Hon.  Charles  E.  Hughes,  New  York  Times,  Sept.  5, 
1923. 

Why  is  it  important  to  reach  all  these  groups  of  people, 
and  as  many  others  as  possible? 

“It  is  a commonplace  of  diplomats  and  statesmen,  in  their 
confidential  intercourses,  that  they  would  like  to  do  many 


69 


things  which  are  reasonable  in  themselves,  in  order  to  remove 
differences  and  to  settle  disputes,  but  that  public  opinion  in 
their  respective  countries  will  not  permit  them  to  act  in  the 
way  in  which  they  would  like  to  act.  This,  in  all  negotiations 
to  adjust  differences,  is  found  to  be  the  last  refuge  of  un- 
reasonableness.”— Hon.  Charles  E.  Hughes,  address  of  May  17, 
1923. 

Miss  M.  Carey  Thomas,  ex-President  of  Bryn  Mawr  Col- 
lege, said  in  a recent  address: 

“No  real  social  advance  can  come  without  a great  change 
in  public  opinion,  but  it  must  be  enlightened  public  opinion. 
The  opinion  of  people  who  are  not  familiar  with  the  history 
of  the  world  and  with  the  development  of  thought,  who  are  not 
trained  to  think  straight,  is  not  worth  much.  Their  opinion 
can  produce  no  permanent  impression.  No  lasting  change  can 
be  made  by  uneducated,  ill-informed  leaders. 

“A  nation  that  does  not  think  is  doomed  to  destruction.  All 
of  us  in  the  United  States  must  be  thinking  as  intelligently 
and  as  clearly  as  we  can  over  the  many  problems  that  confront 
us  as  a nation.  After  we  have  taken  time  to  prepare  ourselves 
by  study  and  reading  it  is  our  duty  to  reach  the  best  con- 
clusions we  can  and  then  to  try  to  bring  about  what  we  think 
is  right.  It  is  not  enough  to  think.  We  must  act.  But  we 
must  keep  our  minds  continually  open  to  new  ideas.  We  must 
all  of  us  be  willing  to  revise  our  opinions  until  we  die.” 

IV.  What  Is  the  Promise  of  Success? 

What  is  the  power  of  an  individual  in  international 
alf  airs  ? 

Discuss  what  the  power  of  the  individual  was  during  the 
World  War. 

What  was  the  appeal  of  those  who  sold  Liberty  Bonds? 

How  could  the  purchase  of  a $100  bond  help  win  the 
war? 

What  was  the  faith  in  which  women  made  surgical  dress- 
ings? 


70 


What  was  the  value  of  one  woman’s  work  in  the  face  of 
such  a huge  conflict? 

What  belief  were  individuals  expressing  when  they  gave 
up  flour  and  sugar  in  their  households? 

How  did  the  saving  of  a pound  of  sugar  help? 

What  proof  is  there  here  in  the  power  of  the  individual 
in  winning  any  cause? 

“You  may  say,  What  can  private  citizens  do?  Well,  the  state 
is  made  up  of  private  citizens  and  such  as  they  are  such  will 
the  state  be.  Each  of  us  as  individuals  can  do  little,  but  many 
animated  by  the  same  feeling  and  belief  can  do  much.  What 
is  democracy  for  except  to  represent  and  express  the  convic- 
tions and  wishes  of  the  people?  The  citizens  of  a democracy 
can  do  everything  if  they  express  their  united  will.  The  rain- 
drops that  fall  from  the  clouds  unite  to  form  a tiny  rill,  and, 
meeting  other  rills,  it  becomes  a rivulet,  and  the  rivulet  grows 
to  a brook,  and  the  brooks  as  they  join  one  another  swell  into  a 
river  that  sweeps  in  its  resistless  course  downward  to  the  sea. 
Each  of  us  is  only  a drop,  but  together  we  make  up  the  volume 
of  public  opinion  which  determines  the  character  and  action 
of  a state.  What  the  nations  now  need  is  a public  opinion 
which  shall  in  every  nation  give  more  constant  thought  and 
keener  attention  to  international  policy  and  lift  it  to  a higher 
plane.  The  peoples  can  do  this  in  every  country  if  the  best 
citizens  give  them  the  lead.” — James  Bryce,  International  Re- 
lations. 

What  is  the  power  of  a small  group  in  influencing  public 
opinion? 

Ask  the  members  of  the  group  to  cite  examples  of  the 
power  of  small  groups. 

What  promise  of  success  is  there  in  the  power  of  a small 
group  to  end  war? 

What  must  be  the  dynamic  for  the  individual,  or  the 
group,  in  order  that  it  may  be  effective  for  peace? 


71 


Where  are  these  ideals  to  be  found? 

What  responsibility  do  these  ideals  place  on  the  indi- 
vidual Christian? 

How  far  do  the  members  of  this  group  actually  believe 
in  the  practicality  of  the  ideals  of  the  Prince  of  Peace? 

Why  do  His  ideals  seem  impractical? 

How  real  is  Christ  to  each  one? 

How  can  we  make  His  ideals  more  real? 

How  did  the  early  Christians  make  His  ideals  real? 

What  was  the  secret  of  their  success  ? 

How  far  is  their  success  the  promise  of  ours? 

“In  simple  trust  like  theirs  who  heard. 

Beside  the  Syrian  sea, 

The  gracious  calling  of  the  Lord, 

Let  us,  like  them,  without  a word. 

Rise  up  and  follow  Thee.”  — Whittier. 

Read  St.  John  14:27. 

Close  with  prayer. 

O God  and  Father,  we  dedicate  ourselves  anew  to  thee  and 
thy  service.  Put  into  the  heart  of  each  one  of  us  such  a love 
for  thee  that  we  may  truly  love  our  neighbors  as  ourselves — a 
love  that  leaps  the  boundaries  of  race  or  color  or  creed  or 
kind,  that  knows  no  distinction  of  class,  that  reaches  out  a 
saving  hand  even  unto  the  least  of  these  our  brethren.  Fill 
our  lives  with  the  single  motive  of  service,  and  use  us,  Lord, 
use  us  for  thine  own  purposes  just  as  thou  wilt,  and  when  and 
where;  through  Jesus  Christ  our  Lord.  Amen. 

— Dean  Scarlett. 

The  Lord’s  Prayer. 

Now  pray  we  that  the  God  of  Peace,  who  brought  again  from 
the  dead  our  Lord,  Jesus  Christ,  that  great  Shepherd  of  the 
sheep,  through  the  blood  of  the  everlasting  covenant;  may 
make  us  perfect  to  do  his  will,  working  in  us  that  which  is 
well  pleasing  in  his  sight;  through  Jesus  Christ,  to  whom  be 
glory  forever  and  ever.  Amen. 


1 Ed.  12-24.  5M.  C.H 


